Paull Primary School, located in Hull, has been inspected on 18 October 2023, and the overall judgement remains good. However, the evidence suggests that if a graded inspection were conducted now, the grade might not be as high. The next inspection will be a graded one. The school is characterized by a warm and welcoming environment where pupils feel supported by both their peers and adults. Positive relationships between adults and pupils are evident, with staff engaging with students about their interests, fostering a sense of community aligned with the school’s ethos of exploring, creating, and growing together.
Pupils demonstrate attentiveness in lessons and support one another, expressing confidence that bullying is rare and that adults would assist them with any issues. The school aims to provide the best for its pupils, but this ambition is not fully realized. While a broad range of subjects is offered, some subject plans lack proper sequencing, hindering pupils' ability to build on prior knowledge. Subject leaders do not adequately monitor their subjects, resulting in a lack of understanding regarding pupils' learning progress. Consequently, some pupils struggle to retain essential information in certain subjects.
The school has initiated a review of its curriculum, but some plans remain incomplete. Leaders have not pinpointed the critical knowledge that pupils need to acquire, which could lead to gaps in learning as they progress through the school. Furthermore, the school does not sufficiently monitor pupil progress across various subjects, leaving leaders unaware of the effectiveness of the curriculum delivery. In some cases, teachers do not adhere to the established curriculum plans, and while some leaders have identified necessary actions for improvement, these are sometimes based on insufficient checks of their subjects.
Assessment information is collected for English and mathematics, but it is not utilized effectively. In other subjects, the lack of assessment data means the school cannot accurately gauge pupil performance. The early reading program has been positively impacted by a new approach, with staff receiving training that has enhanced their confidence in teaching reading. Pupils begin reading in Reception, and those who struggle receive additional support. The school has also developed an attractive library to encourage reading.
In the early years, adults support language development through role play and structured routines that promote independence. However, the school has not clearly defined what children should learn in the early years curriculum, which may affect their preparedness for Year 1. Pupils with special educational needs and disabilities receive additional support, with clear systems in place for identifying their needs. The special educational needs coordinator provides guidance and resources to staff.
Leaders promote equal opportunities and encourage pupils to aspire to achieve. While after-school club options are limited, the multi-skills club is popular. The curriculum includes safety education, particularly regarding water safety, which is relevant to the local context. Staff workload is considered, and there is a strong sense of teamwork among staff, who take pride in their work. Training opportunities provided by the local authority benefit both staff and governors.
The safeguarding arrangements at the school are effective. However, to improve, the school must identify essential knowledge in various subjects, including early years, to ensure pupils build on their existing knowledge. Subject leaders need to conduct thorough checks on their subjects to ensure the intended curriculum is being taught. Additionally, the school should enhance the use of assessment information to monitor pupil learning effectively and inform future planning.
