Easington CofE Primary Academy, located in Hull, underwent an inspection on May 19 and 20, 2022, which resulted in an overall effectiveness rating of requires improvement. The quality of education was also rated as requires improvement, while behaviour and attitudes were deemed good. Personal development, leadership and management, and early years provision all received a requires improvement rating as well. This was the first inspection under section five of the Education Act 2005 since the school joined the EBOR Trust in 2017, and there have been significant leadership changes since then.
Pupils at the academy report feeling happy and safe, and they demonstrate good behaviour, showing eagerness to attend school. Leaders have high expectations for pupil behaviour, fostering a positive learning environment. Attendance and punctuality have improved, and pupils exhibit kindness and tolerance towards one another. However, despite the positive atmosphere, the high ambitions set by leaders are not consistently met across all subjects. While the curriculum is well-planned in areas like reading, other subjects do not receive the same level of attention, leading to gaps in pupil achievement.
In the early years, leaders have designed a curriculum that aligns with children's needs, but some planned activities do not effectively support learning objectives, resulting in knowledge gaps. The mathematics and history curriculums are logically structured, yet the teaching methods in some lessons lack clarity, hindering pupil understanding and retention of content. Other subjects, such as geography and design and technology, are less developed, with unclear expectations for what pupils should learn, contributing to underachievement in these areas.
Reading instruction begins in the Reception year, with staff trained to deliver a consistent phonics approach. This has led to improvements in fluency and confidence among pupils, particularly those who struggle with reading, as they receive tailored support. The needs of pupils with special educational needs and/or disabilities are accurately identified, and effective support is provided in lessons.
The personal, social, health, and economic education program reflects the school's values, promoting articulate and kind behaviour among pupils. They engage in thoughtful discussions, demonstrating respect for differing opinions and an understanding of tolerance. However, the school has not provided a wide range of extracurricular experiences, limiting opportunities for pupils to explore their interests beyond the classroom.
Trustees and local governors are proactive in ensuring staff manage their workload effectively and support early-career teachers. Safeguarding arrangements are effective, with leaders knowledgeable about potential risks to pupil safety. Recruitment checks are thorough, and staff receive up-to-date training to recognize signs of potential harm.
To improve, the school needs to clearly define the curriculum for subjects like geography and design and technology, ensuring teachers understand what to teach. Additionally, teaching effectiveness must be enhanced to help pupils learn and retain knowledge consistently. Leaders should also develop a broader range of extracurricular activities to enrich pupils' educational experiences and foster their talents and interests. Overall, while Easington CofE Primary Academy has strengths in pupil behaviour and a supportive environment, significant improvements are needed in curriculum delivery and extracurricular opportunities to enhance overall educational outcomes.
