Great Coates Primary School, located in Grimsby, North East Lincolnshire, has been recognized for its overall effectiveness as a good school following its inspection in May 2019. The headteacher, supported by an effective deputy, has demonstrated strong leadership, fostering a culture of improvement within the school. Senior leaders have successfully enhanced the quality of teaching, learning, and assessment, resulting in good progress for pupils as they advance through the school. By the time students leave for secondary education, they are well-prepared, having made significant strides in their academic journey.
The school benefits from the support of its multi-academy trust, which has played a crucial role in its development. The curriculum is thoughtfully designed, providing pupils with ample opportunities to acquire knowledge and skills across various subjects. Early years provision is also commendable, with children receiving quality teaching that prepares them well for the transition to key stage one.
Positive relationships between pupils and staff contribute to a conducive learning environment. Pupils exhibit good conduct throughout the school, demonstrating politeness and respect towards one another. They feel safe and secure, confident that their concerns will be addressed by the adults in the school. The governing body is well-informed and actively supports the school’s mission, providing both challenge and encouragement.
Despite the overall positive findings, there are areas identified for further improvement. Some pupils in key stage one are not achieving their full potential in reading, and there is a need for more rigorous mathematics instruction to deepen understanding, particularly for the most able students. Newly appointed middle leaders are eager to drive improvements but require further development in their skills to effectively lead their areas of responsibility.
The inspection highlighted the need to strengthen leadership and management by enhancing the skills and knowledge of middle leaders. Additionally, it emphasized the importance of refining teaching, learning, and assessment practices to ensure that reading activities in key stage one facilitate optimal progress and that mathematics learning deepens pupils’ understanding.
The quality of teaching, learning, and assessment is rated as good, with positive relationships between staff and pupils underpinning effective teaching. Pupils are engaged and responsive, making strong progress across a range of subjects. Writing instruction has improved significantly, and reading in key stage two is taught effectively, with pupils enjoying a variety of high-quality texts. However, there is a noted gap in opportunities for pupils in key stage one to explore more complex literature, which limits their comprehension skills and vocabulary development.
Pupils are encouraged to apply their mathematical skills to complex problems, but some activities do not challenge them sufficiently, particularly the most able learners. The broader curriculum is largely effective, with pupils engaging in interconnected topics that enhance their learning experience.
Personal development, behavior, and welfare are also rated as good. The school promotes a range of responsibilities for pupils, fostering a sense of community and leadership. Pupils feel safe and are well-informed about internet safety. The school offers various extracurricular activities, including sports clubs and a breakfast club, promoting healthy lifestyles.
Overall, by the end of key stage two, pupils demonstrate good progress and attain above-average standards in reading, writing, and mathematics. The school effectively supports disadvantaged pupils and those with special educational needs, ensuring they achieve well. The early years provision is strong, with children making good progress and being well-prepared for future learning. The school’s commitment to continuous improvement is evident, and with targeted efforts in identified areas, it is poised for further success.
