Burton Pidsea Primary School, located in Hull, underwent an inspection on March 5 and 6, 2024, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while Behaviour and Attitudes, Personal Development, and Early Years Provision received Good ratings. Leadership and Management were found to Require Improvement. The school previously held a Good rating in its last inspection in October 2021.
Pupils at Burton Pidsea Primary School are well cared for and valued, fostering positive relationships and a nurturing environment. The school promotes a culture of happiness and safety among its students. However, despite the school's ambition for all pupils, including those with special educational needs and disabilities, to succeed, the curriculum requires further refinement and embedding. Teachers currently lack sufficient subject knowledge, which impacts the delivery of the curriculum and the achievement of high expectations.
Pupils demonstrate good behaviour and positive attitudes towards learning. They are polite and welcoming, and instances of poor behaviour are addressed swiftly by staff. Leadership roles, such as school councillors and playground leaders, allow pupils to contribute to school improvement plans, fostering inclusivity and respect among peers. However, there is a noted gap in pupils' understanding of the diverse faiths and cultures present in modern Britain.
The school is dedicated to providing a high-quality education, with leaders having planned a broad and ambitious curriculum. Important knowledge has been identified and sequenced from early years to Year 6. Mixed-age classes are structured to build on prior learning. Nonetheless, the implementation of the curriculum in some subjects is recent and not yet fully embedded. Leaders have not evaluated the impact of the curriculum plans, and some teachers lack the necessary subject knowledge to effectively teach the outlined content.
Support for pupils with special educational needs is commendable, with appropriate adaptations made to ensure access to the same curriculum as their peers. Reading is prioritized, with a newly introduced phonics program that pupils apply effectively. However, further staff training is needed to ensure consistent application of the program's teaching approaches.
Pupils respond positively to high expectations regarding behaviour, listening attentively and following instructions in lessons. In early years, children display cooperation and independence. The school has focused on improving attendance, working with external agencies to address issues, and has seen positive results.
Early years children are well-prepared for the next stage of their education, following an ambitious curriculum grounded in child development principles. Activities are tailored to promote learning across all areas. Through personal, social, health, and economic education, pupils learn about healthy lifestyles and community membership, but they lack sufficient knowledge of different faiths and cultures.
Leadership at the school is characterized by commitment to pupil outcomes, with leaders identifying improvement priorities and establishing clear plans. However, the full impact of these improvements has yet to be evaluated. Staff report high job satisfaction, and leaders are considerate of their well-being and workload.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school must provide staff with access to subject-specific training, continue embedding the newly introduced curriculum plans, and enhance pupils' understanding of diverse faiths and cultures to better prepare them for life beyond school.
