Endike Academy, located in Hull, has recently undergone an inspection that highlighted several areas for improvement. The inspection took place on September 24 and 25, 2024, and the overall findings indicate that the quality of education, behavior and attitudes, personal development, and leadership and management all require improvement. The early years provision, however, was rated as good. The interim principal, Kate Buyukyilmaz, leads the school, which is part of The David Ross Education Trust, overseen by CEO Stuart Burns and a board of trustees chaired by Tracey Maloney.
Pupils at Endike Academy are exposed to an increasingly ambitious curriculum, with high expectations set by the school and the trust. However, these expectations are not fully realized, leading to inconsistencies in the delivery of the curriculum across different subjects. While the school has established behavior expectations, not all pupils adhere to them consistently, particularly during unstructured times. This inconsistency has resulted in some pupils feeling less safe during playtime.
The school offers a range of extracurricular activities that pupils enjoy, particularly trust-wide sporting events, which contribute positively to their resilience, self-esteem, and confidence. Staff provide personalized sessions to support pupils' mental health, and pupils generally feel safe in the classroom. However, there are concerns regarding their understanding of online safety and cyberbullying, indicating a need for further education in these areas.
The curriculum is designed to be purposeful and well-structured, progressing from early years to Year 6. It is ambitious and inclusive, catering for pupils with special educational needs and disabilities. Despite this, the implementation of the curriculum varies, leading to inconsistent learning outcomes. The school prioritizes reading, utilizing a phonics program and a whole-school approach to reading comprehension, which has shown improvement compared to previous years. Regular assessments ensure that pupils needing additional support receive targeted tutoring.
Mathematics instruction employs strategies that break learning into manageable steps, allowing pupils to make connections between prior and current knowledge. However, the fluency of mathematical skills among pupils is inconsistent, particularly in Years 5 and 6, indicating a need for more effective training for staff to address these gaps.
Pupils with special educational needs are well supported, receiving tailored instruction that allows them to access the curriculum effectively. Since May 2024, the school has intensified its focus on improving attendance, implementing various incentives to encourage good attendance, although these efforts are still in the early stages.
In the early years, the curriculum is broad and balanced, emphasizing communication skills and allowing children to engage actively in their play. Children demonstrate respect for one another and understand the school's rules and routines, preparing them for their transition to Year 1.
Despite some positive aspects, there are notable gaps in pupils' understanding of British values, protected characteristics, and world religions. The school recognizes the need to deepen this understanding and strengthen relationships with families, particularly in light of recent staffing changes that have raised concerns among parents and carers.
The trust acknowledges the school's underperformance and has a clear understanding of its strengths and areas for improvement. The school must ensure that the curriculum is implemented consistently, that behavior expectations are upheld, and that pupils' personal development is comprehensively addressed. New subject leaders require support to effectively lead their areas, ensuring that all pupils receive a high-quality education that meets national expectations.
