Inmans Primary School, located in Hedon, Hull, has been recognized as a good school following its inspection on October 15-16, 2019. The school provides a positive environment where pupils enjoy their education and engage in a diverse curriculum. Each subject begins with an intriguing question, encouraging students to participate in exciting activities aimed at finding answers. The school offers a variety of extra-curricular activities, including gardening and interior design clubs, and has achieved notable success in local competitions, such as rugby and cross-country events. Inmans Primary School has also earned the National Spiritual, Moral, Social and Cultural gold award, reflecting its commitment to holistic education.
The school environment is welcoming, with leaders and staff greeting pupils daily. The attractive setting showcases students' work across the curriculum, although there are areas for improvement, particularly in key stage one where presentation and handwriting standards need to be enhanced. Pupils exhibit good behavior, demonstrating politeness and respect while moving sensibly around the school. They listen attentively in lessons and actively participate in discussions. Feedback from students indicates they feel safe, including during internet use, and they report that instances of bullying are addressed promptly by teachers.
Leadership at Inmans Primary School is characterized by careful planning regarding the subjects taught and the sequence of learning. Leaders possess strong subject knowledge, which aids teachers in understanding the importance of the curriculum. As students progress through classes, their learning builds on prior knowledge, exemplified by their understanding of historical trade in relation to local industry decline. However, there are concerns regarding the sequencing of reading comprehension lessons, which do not allow pupils to develop their skills in depth, leading to inaccuracies in their responses.
The introduction of a new mathematics program has been well-received by teachers, who feel it has improved their teaching quality. Pupils enjoy mathematics lessons and appreciate the problem-solving opportunities provided. However, there is a need for more discussion about their work and for teachers to better identify students who require additional challenges, particularly among the most able pupils.
In the Reception class, children settle well, with staff involving parents in helping pupils learn letters and sounds. Regular assessments ensure that any students falling behind receive extra support, allowing them to keep pace with their peers. Reading is prioritized, with initiatives to promote enjoyment and engagement in reading among students.
The school effectively supports pupils with special educational needs and disabilities, ensuring they participate in the same activities as their peers when possible. Leaders monitor the learning of these pupils and provide additional support as needed. The school has established a resource base for pupils with autism spectrum disorder, with clear plans in place for their education.
Disadvantaged pupils thrive due to tailored curriculum adaptations and access to cultural experiences. The school encourages community involvement, fostering empathy among students through initiatives such as food drives for local charities. Leaders are ambitious and have clear plans for improvement, working collaboratively to support staff and manage workloads effectively.
Safeguarding measures are robust, with staff trained to recognize signs of risk and effective systems for reporting concerns. Pupils learn about safety in various contexts, and they express confidence in the support provided by leaders.
To enhance its performance, the school must focus on improving handwriting and presentation in key stage one, ensuring adherence to the handwriting policy. Additionally, leaders need to refine the approach to reading comprehension to build on existing knowledge and skills. Finally, further development of assessment strategies in mathematics is necessary to challenge the most able pupils effectively.
