Ofsted conducted a short inspection of East Whitby Primary Academy on June 4, 2019, following its previous judgment of good in December 2015. The inspection confirmed that the school continues to maintain its good quality of education. The leadership team has effectively upheld educational standards since the last inspection, demonstrating a strong commitment to serving local families. The governors' determination to retain the school's community focus is evident, with leaders being described as loyal and passionate advocates for their community. Parents have expressed appreciation for the community spirit within the school, highlighting the positive relationships fostered by the leadership.
The school operates in an area identified by the government as an opportunity area for improving social mobility, facing challenges such as limited employment and poverty among some pupils. Leaders have a realistic understanding of these challenges and maintain high expectations for all students, striving to eliminate barriers to progress. This ambition is reflected in the improved Year 6 results, with a significant increase in the percentage of pupils meeting the expected standards in reading, writing, and mathematics from 2017 to 2018.
Parents value the balance between high academic standards and a caring environment, noting the principal's personal engagement with students each morning. The school has successfully addressed previous challenges, particularly in improving reading comprehension skills at key stage 1, with 90 percent of Year 2 pupils meeting the expected standard in reading in 2018. However, reading results in Reception remain below the national standard, and while phonics check results are improving, they still fall short of national expectations.
During the inspection, the quality of early reading instruction in Reception and Year 1 was evaluated, alongside the effectiveness of school improvement planning. Safeguarding measures are effective, with leaders ensuring that all arrangements are appropriate and that staff are well-trained to support pupils with special educational needs. Despite high absence rates, particularly among disabled pupils due to unavoidable medical issues, leaders are taking steps to improve attendance for those whose absences are avoidable.
The inspection findings indicate that leaders have made significant progress in addressing previously identified weaknesses in school improvement planning. They have established clear priorities and financial plans to support their objectives, with governors holding leaders accountable for progress. Leaders have also implemented targeted support for children with speech and language difficulties, resulting in positive outcomes for pupils in Reception.
Teachers in early years and key stage 1 demonstrate strong phonics knowledge, effectively supporting pupils' reading development. The curriculum is designed to build knowledge and skills incrementally, with middle leaders successfully increasing challenge across subjects. The use of high-quality literature as a stimulus for learning has engaged pupils and enhanced their writing skills, particularly in key stage 2.
While the overall quality of writing in key stage 2 is commendable, there is a need to raise expectations for the most able pupils in Reception and key stage 1. Leaders have recognized this as a priority for future improvement. The inspection concluded with recommendations for leaders to continue enhancing the educational experience for all pupils, particularly focusing on challenging the most able students to achieve their full potential.
