Paisley Primary School, located on Paisley Street in Hull, was inspected on 21 and 22 February 2024. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behaviour and attitudes, personal development, and leadership and management, as well as in early years provision. The head of school is Jack Danson, and the school operates under The Constellation Trust, overseen by CEO Cathy Taylor and a board of trustees chaired by Neil Porteus.
The school has high aspirations for its pupils, who generally feel happy and safe. Adults in the school encourage students to strive for their best. Despite this positive environment, pupils' outcomes in national assessments are below average. The school is actively working to improve these outcomes by implementing a broad and ambitious curriculum, with noticeable progress in early reading. The introduction of new 'golden rules' has been embraced by pupils, who understand their importance and exhibit politeness and helpfulness. They enjoy playtime activities, including building dens and using the rope swing, and are aware of online safety rules.
Pupils are encouraged to take on responsibilities, such as participating in the school council and engaging in charitable events. The school offers various clubs and extracurricular activities, including gymnastics and football, and organizes educational trips to science museums and theatres. The curriculum is well-designed, and training has been provided to help curriculum leaders develop their subjects. Pupils with special educational needs and/or disabilities (SEND) have access to the same curriculum as their peers, with adaptations made to support their learning. However, some pupils with SEND do not have their needs identified promptly, which affects their access to necessary interventions.
While the school has identified what needs to be taught, there are inconsistencies in the delivery of the intended curriculum across some subjects. Teachers have received training, but in certain areas, they do not consistently select activities and materials that effectively support pupil learning. This has resulted in gaps in pupils' understanding, making it challenging for them to grasp new material. The school has a consistent approach to teaching early reading, with all staff effectively implementing the phonics programme. Pupils read books that align with their knowledge of sounds and receive additional support if they need to catch up.
In the early years, the curriculum is effective, focusing on essential vocabulary and learning steps. Adults support children's language development, and books play a crucial role in the curriculum. Children demonstrate their understanding through activities related to stories they have learned. The school’s personal development programme promotes equality and respect for diverse beliefs, and pupils engage in various sports and learn about mental health.
The school has made strides in improving attendance through collaboration with local partners, positively impacting most pupils. However, efforts continue to enhance attendance for those who struggle to attend regularly. The trustees and governors have played a vital role in guiding the school’s direction, working alongside leaders to implement improvements. They fulfill their statutory duties effectively and hold senior leaders accountable. Teachers feel supported by leaders who prioritize their well-being when introducing new initiatives.
The safeguarding arrangements at the school are effective. To improve further, the school needs to ensure that teachers consistently select activities that facilitate learning of key knowledge and to strengthen the system for identifying and supporting pupils with SEND. The recent approach to supporting these pupils must be consistently applied to ensure their needs are met effectively.
