Patrington CofE Primary Academy, located in Hull, has recently undergone an inspection on July 2 and 3, 2024, and has been rated as good in overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This marks a significant improvement from its previous inspection, which rated the school as requiring improvement. The headteacher, Gillian Pepper, leads the school, which is part of the Ebor Academy Trust, overseen by CEO Gail Brown and a board of trustees chaired by Rachel Mary Totton. The school also has an executive headteacher, Victoria Shaw, responsible for this institution and three others.
Pupils at Patrington CofE Primary Academy are reported to be happy and engaged in a nurturing environment that emphasizes the values of trust, friendship, and perseverance. These values are integrated into the school culture through collective worship activities. The school implements a behaviour curriculum known as the ‘Patrington Path,’ which teaches pupils about routines, expectations, and emotional regulation. This approach has resulted in positive behaviour throughout the school.
The school maintains high expectations for all students, including those with special educational needs and/or disabilities (SEND). Teachers are adept at adapting lessons to meet diverse learning needs, and parents express satisfaction with the support provided for SEND pupils. The school offers a variety of extracurricular activities, including sewing and skateboarding, and all pupils have the opportunity to learn a musical instrument. Safety is a priority, with trusted adults available for pupils to speak to and mechanisms in place for reporting concerns.
Since the last inspection, the school has revamped its curriculum to ensure it is ambitious and well-structured for all pupils, including those with SEND. Leaders have carefully selected and sequenced the knowledge to be taught, allowing for complexity to build over time. The curriculum also includes opportunities for pupils to revisit prior learning, which aids retention. In subjects like mathematics and physical education, pupils demonstrate a strong recall of their learning.
While most teachers effectively choose activities to deliver the curriculum, some areas, particularly in early years, require improvement. In these instances, the selected activities do not facilitate optimal progress for pupils. Published outcomes for 2023 indicate that pupils at the end of key stage two performed in line with national averages in reading, writing, and mathematics, although key stage one outcomes were below average. The school has introduced a new assessment system to better track pupil progress and identify knowledge gaps, which has positively impacted overall progress.
In early years, positive relationships between children and adults are evident, and while some areas of the curriculum are well-defined, others lack clarity, leading to less focused learning experiences. Reading is prioritized, with early phonics instruction beginning in Reception. Staff regularly assess pupil progress and provide support for those who fall behind.
The school has effective procedures in place to maintain high attendance, which has improved since the COVID-19 pandemic. Personal development is well-supported, with pupils learning about relationships and fundamental British values. The school’s leadership structure, including trustees and the local governing body, provides strong oversight and is committed to ongoing improvement. Staff express pride in their work at the school, contributing to a positive and collaborative environment focused on the continuous enhancement of educational quality. Safeguarding arrangements are effective, ensuring a safe learning environment for all pupils.