School etc

Newington Primary School Closed - for academy Aug. 31, 2012

see new Newington Academy

Newington Primary School
Dairycoates Avenue

phone: 01482 *** ***

headteacher: Mrs Carolyne Bellamy

school holidays: via Kingston upon Hull council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Aug. 31, 2012
Reason closed
For Academy
OSGB coordinates
Easting: 507129, Northing: 427727
GPS coordinates
Latitude: 53.735, Longitude: -0.37744
Accepting pupils
3—11 years old
Ofsted last inspection
June 10, 2010
Region › Const. › Ward
Yorkshire and the Humber › Kingston upon Hull West and Hessle › St Andrew's
Urban > 10k - less sparse

rooms to rent in Hull

Schools nearby

  1. Newington Academy HU35DD (276 pupils)
  2. 0.4 miles Chiltern Primary School HU33PL (439 pupils)
  3. 0.4 miles Amy Johnson School HU35NW
  4. 0.5 miles The Boulevard Centre HU33EL (25 pupils)
  5. 0.5 miles Francis Askew Primary School HU46LQ (311 pupils)
  6. 0.5 miles St George's Primary School HU36ED (248 pupils)
  7. 0.5 miles Wheeler Primary School HU35QE
  8. 0.5 miles The Educational Hearing Service for Hearing and Vision HU46LQ
  9. 0.5 miles The Boulevard Academy HU33QT (40 pupils)
  10. 0.5 miles Wheeler Primary School HU35QE (340 pupils)
  11. 0.5 miles Francis Askew Primary School HU46LQ
  12. 0.6 miles Constable Primary School HU33DJ
  13. 0.8 miles Paisley Primary School HU36NJ (360 pupils)
  14. 1 mile Adelaide Primary School HU32RA (316 pupils)
  15. 1 mile Eastfield Primary School HU46DT
  16. 1 mile Eastfield Primary School HU46DT (618 pupils)
  17. 1.1 mile Hymers College HU31LW (975 pupils)
  18. 1.2 mile Whitehouse HU47AB
  19. 1.2 mile Kingston School HU47AE
  20. 1.2 mile Pickering High School Sports College HU47AE
  21. 1.2 mile Bridgeview HU47AD (23 pupils)
  22. 1.2 mile Sirius Academy HU47JB (1535 pupils)
  23. 1.3 mile Language Unit HU53RQ
  24. 1.3 mile Thoresby Primary School HU53RG

List of schools in Hull

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11 November 2011
Mrs C Bellamy
Newington Primary School
Dairycoates Avenue
Dear Mrs Bellamy

September 2011


Ofsted monitoring of Grade 3 schools: monitoring inspection of Newington
Primary School

Thank you for the help which you and your staff gave when I inspected your school on 10
November 2011, for the time you gave to our phone discussions and for the information
which you provided before and during the inspection.
Since the previous inspection, a number of new staff have joined the school, including a
new deputy headteacher who took up his post in September 2011.
As a result of the inspection on 10 June 2010, the school was asked to address the most
important areas for improvement which are set out in the annex to this letter.
Having considered all the evidence I am of the opinion that at this time the school has made
satisfactory progress in making improvements and good progress in demonstrating a better
capacity for sustained improvement.

Pupils’ achievement has improved in some respects. The school’s Year 6 national test results

in 2011 restored outcomes to the levels shown in 2009, in that they were below average in
mathematics and broadly average in English. Writing by pupils in Key Stage 2 currently
shows care about quality and presentation, helping to explain the improved results last year
in English. Results in national mathematics tests have remained well below average to date,
but a well-focussed drive is now beginning to raise pupils’ involvement, aspirations and
understanding in this subject. This includes girls, who made relatively weaker progress in
mathematics last year, but are responding to efforts to boost their participation and
The quality of learning and pupils’ current progress show signs of improvement. The
progress made by the end of the Early Years Foundation Stage has improved, as a result of
better provision, although children’s skills are still below average, and well below in early
reading and writing. While there is no firm evidence of better attainment by the end of Key
Stage 1, the quality of work and progress in Years 1 and 2 are currently improving.

September 2011


Attendance has improved but is slightly below the national average. The importance of
regular attendance and punctuality are persistently stressed to pupils and their parents or
carers. Sustained improvements to the well-managed systems have done much to change
the attitudes and habits of some who do not attend regularly, and the proportion of
persistent absentees has been reduced and held down. There have also been improvements
by those whose attendance is closer to average levels but not regular enough. For some of
these, more effective teaching combined with personalised support has increased enjoyment
of school and raised aspirations. As a result, overall attendance is currently better than at
the same time last year.
Teaching has improved. The quality of learning observed, as well as pupils’ work and

attitudes, support the school’s view that an increasing proportion of teaching is good or

better. Whether newly-appointed or longer-serving, staff have a clear sense of direction in

regard to teaching and assessing English, mathematics and science. More explicit guidance

on teaching some subjects has had a positive impact here. Better understanding of

assessment information has improved the match of work to pupils’ different needs. Pupils’

misunderstandings are increasingly picked up and remedied within lessons. Marking is
improving well. Pupils have time to review their promptly marked work and are beginning to
respond to their teachers' more specific guidance about how to take the next step forward.
The presentation of pupils’ work shows care, because they have become more conscious of
higher expectations. Pupils are now taught more systematically to apply their literacy and
numeracy skills across the curriculum. Enhanced extra teaching has accelerated the
progress of those who need to catch up in English.
Provision in the Early Years Foundation Stage has also improved. In particular, practitioners
show increasing skill in guiding children to use talk independently, for example, by using
puppets and props and by modelling questioning, turn-taking and responsive listening.

Children’s progress is more carefully monitored and planning is continuously adapted to fill

gaps, for example, in children's knowledge of letter names. With improving use of
assessment information, practitioners use a better-matched variety of activities to teach
children about sounds and letters. Over time, teaching plans include a wider range of
opportunities, indoors and out, for children to use mathematical, language and investigative
skills. The outdoor shelter has yet to be built.
The improvements in provision across the school have been brought about by the well-
channelled efforts of the enthusiastic staff team. Senior leaders know the school’s strengths
and weaknesses well. They use a good range of evidence to check how well the school is
doing. The school has continued to make good use of the support provided by the local
authority, and shares good practice within school and with other local schools. A key
improvement since the last inspection is that subject leaders are much more involved in
monitoring provision. Subject coordinators have begun to work more productively with the
senior team to implement improvement plans for the curriculum, teaching and assessment.
This has given a clearer sense of direction in several areas, including science, English and
support for basic skills. The very recent arrival of a deputy headteacher, with particular
expertise in mathematics teaching, has rapidly led to action to accelerate progress in the

September 2011


subject. All mathematics teaching has been observed and a clear action plan for
improvement has been initiated. Expectations for key areas, such as calculation, have been
clarified in a helpful handbook for staff. This has already begun to foster better consistency
and challenge in teaching, with a positive impact on older pupils’ attitudes. One pupil
summed up the changes when he said, ‘Now I know what I’m capable of and how to do it’.
The school’s leaders maintain a realistic and determined approach to its improvement.
Despite some gains, outcomes do not yet confirm significantly better achievement.
However, the drive to raise attainment has strengthened as a result of strategic recruitment
and deployment, wider accountability and focussed professional development. The
consistency of provision and the climate for learning have clearly improved, and there are
promising signs of better progress. This indicates that the school’s capacity to improve
further has strengthened well.
I hope that you have found the visit helpful in promoting improvement in your school. This
letter will be posted on the Ofsted website.
Yours sincerely,
Susan Bowles
Her Majesty's Inspector

September 2011



The areas for improvement identified during the inspection which took place in
June 2010

  • Raise attainment and accelerate the rates of progress for all groups of pupils in
    English, mathematics and science, by:
    - increasing the proportion of good and better teaching
    - providing appropriately challenging work for all pupils
    - providing more consistent guidance for pupils on how to improve their work
    - improving the presentation of pupils' work
    - increasing the regularity of some pupils' attendance.
  • Develop further the provision in the Early Years Foundation Stage, by:
    - improving the quality of the learning environments, both inside and outdoors
    - maximising opportunities to develop children's language and mathematical skills
    - providing a covered area so that children may learn outdoors whatever the
  • Strengthen leadership and management by developing the impact of subject leaders
    in their areas of responsibility.

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