Castledyke Primary School, located in Barton-upon-Humber, North Lincolnshire, underwent an inspection on July 3 and 4, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behaviour and attitudes, and leadership and management also receiving the same rating. However, personal development and early years provision were rated as good. The school had previously been rated as good in its last inspection in July 2019.
Pupils at Castledyke Primary School express happiness and pride in their school, which is seen as a vital part of the local community. The staff's commitment to building strong relationships with parents and providing care is evident, particularly in the early years. Parents appreciate the support offered by the pastoral team, which helps families access local services. The school aims for all pupils, including those with special educational needs and disabilities, to achieve well. While children in the early years start strong, the school acknowledges that its ambitions for all pupils are not fully realized, indicating a need for improvement in the quality of education provided.
The school has recently revised its behaviour policy, but the implementation of these changes is still in the early stages. Leaders recognize the need for clearer communication of behaviour expectations to pupils. Despite this, pupils enjoy attending school and benefit from a supportive approach to managing attendance. The school offers a variety of extracurricular clubs, and pupils take pride in their leadership roles, such as well-being ambassadors and school councillors.
In terms of curriculum development, the school is in the process of reviewing its curriculum to ensure it is broad and balanced. However, there are inconsistencies in identifying the essential knowledge pupils need to learn across subjects. While staff have received training in teaching reading, similar support is lacking in other subjects, leading to gaps in pupils' knowledge. The phonics programme is effectively taught, and pupils demonstrate increasing fluency and comprehension in reading. However, the mathematics curriculum requires more secure implementation, as pupils do not consistently build their skills over time.
The school accurately identifies the needs of pupils with special educational needs, but the support systems in place are not fully developed. Targets for these pupils are not sufficiently tailored to their individual needs, which hampers their access to the curriculum. The early years curriculum is well-structured, prioritizing communication and language development, and children are effectively prepared for their transition to Year 1.
Behaviour and attitudes towards learning vary across the school. In some lessons, pupils are attentive and ready to learn, while in others, settling down takes time. The school's expectations for behaviour are not consistently established, leading to variability in behaviour management. The personal development curriculum is well-planned, focusing on safety and healthy relationships, with strong community links enhancing this aspect of education.
The federation governing body has a clear vision for improvement and has prioritized actions to enhance the quality of education. Staff have responded positively to recent changes and appreciate the focus on professional development. Safeguarding arrangements are effective, ensuring a safe environment for pupils. The school must continue to refine its curriculum, improve support for pupils with special educational needs, and ensure consistent behaviour management to enhance the overall educational experience for all pupils.
