Ainthorpe Primary School, located in Hull, has been inspected on 15 and 16 November 2022, receiving an overall effectiveness rating of good. The school demonstrates a strong commitment to providing a quality education, with particular strengths in behavior, attitudes, personal development, and leadership and management, all rated as outstanding. The early years provision is also rated as good, reflecting a solid foundation for young learners.
Pupils at Ainthorpe Primary School report feeling happy and safe, benefiting from a caring and supportive environment fostered by school leaders. The relationships between staff and pupils are characterized by respect and kindness, which is evident in the way pupils interact with one another. The school promotes values of kindness, consideration, and tolerance, which are integral to the school culture. The behavior of pupils is exceptional, with high expectations set by leaders for all students, including those with additional needs. The school has a well-understood behavior and rewards system that is consistently applied by teachers, contributing to a focused learning environment. Instances of bullying are rare, and when poor behavior occurs, it is addressed swiftly by staff.
The school offers a broad range of experiences that support both academic and personal development. Extra-curricular activities, such as textile club, choir, and sports, are well-received by pupils. The curriculum includes exposure to various universities and colleges, helping pupils to consider their future educational paths. Leadership opportunities, such as faith leaders and junior leadership teams, further enhance pupils' confidence and resilience.
Ainthorpe Primary School has developed an ambitious curriculum that is well-structured and designed to ensure that pupils acquire essential knowledge across subjects from early years to Year 6. Teachers possess secure subject knowledge and engage in high-quality professional development. The curriculum is sequenced effectively, although there are instances in a few subjects where prior knowledge is not always assessed before introducing new content. This can hinder pupils' mastery of important concepts.
The school places a strong emphasis on fostering a love of reading from the outset. Staff are well-trained in teaching reading and writing, ensuring that all pupils, including those needing additional support, quickly learn to read. Daily reading sessions led by enthusiastic staff help to nurture this love of reading throughout the school.
Pupils with special educational needs and/or disabilities receive excellent support, with leaders ensuring that the curriculum is adapted to meet their needs. For example, some pupils in key stage two are taught mathematics in smaller groups, allowing for tailored instruction that builds their confidence and fluency. Teachers follow support plans closely to ensure that all pupils, including those with SEND, achieve across various subjects.
In the early years, staff have created an environment that promotes curiosity and independent learning. The indoor and outdoor spaces are designed to support children's needs, and strong relationships between adults and children foster positive attitudes toward learning. However, some staff members lack confidence in certain areas of learning, which can affect their ability to support children in developing detailed knowledge and skills.
The school has a consistent behavior management approach, with staff understanding pupils' individual needs. Pupils demonstrate respect and support for one another, showing resilience even when faced with challenges. Attendance is monitored rigorously, and pupils attend school regularly.
The personal development program is impressive, with a well-designed curriculum for personal, social, and health education. Pupils learn about important topics at appropriate times, such as safety awareness before local events. By Year 6, pupils have a strong understanding of equality and British values, preparing them for life in modern Britain.
Support from the trust and executive principal is exceptional, allowing subject leaders to thrive. Governors and trustees bring diverse skills and expertise, effectively supporting and challenging school leaders. Staff feel valued, and morale is high.
The safeguarding arrangements are effective, with staff trained to recognize and report safeguarding risks. Leaders maintain detailed records and collaborate with external agencies to support vulnerable pupils.
To improve, the school needs to ensure that in some subjects, teachers assess prior knowledge before introducing new content, allowing pupils to master essential concepts. Additionally, curriculum planning in the early years should be more precise to secure foundational knowledge and skills for future learning.
