School etc

South Ferriby Primary School

South Ferriby Primary School
Horkstow Road
South Ferriby

phone: 01652 635251

headteacher: Mrs Lynn Findlay

reveal email: admi…


school holidays: via North Lincolnshire council

78 pupils aged 4—10y mixed gender
90 pupils capacity: 87% full

35 boys 45%


40 girls 51%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 498611, Northing: 420623
GPS coordinates
Latitude: 53.673, Longitude: -0.50878
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 4, 2013
Region › Const. › Ward
Yorkshire and the Humber › Brigg and Goole › Brigg and Wolds
Village - less sparse
Free school meals %

rooms to rent in Barton-Upon-Humber

Schools nearby

  1. 2.6 miles Bowmandale Primary School DN185EE (296 pupils)
  2. 2.8 miles Castledyke Primary School DN185AW (324 pupils)
  3. 2.8 miles Barton County Junior School DN185AW
  4. 2.8 miles Barton County Infant School DN185AW
  5. 2.8 miles Carlton Education DN185QA
  6. 3.2 miles Barton St Peter's CofE Primary School DN185HB (239 pupils)
  7. 3.2 miles Baysgarth School DN186AE (846 pupils)
  8. 3.3 miles North Ferriby Church of England Voluntary Controlled Primary School HU143BZ (277 pupils)
  9. 3.6 miles Winteringham Primary School DN159NL (91 pupils)
  10. 3.6 miles Barton School DN186DA (16 pupils)
  11. 3.7 miles Winterton Junior School DN159QG (196 pupils)
  12. 3.8 miles Winterton CofE Infant School DN159QG (244 pupils)
  13. 3.8 miles Winterton Comprehensive School with Specialist Status in Engineering DN159QD
  14. 3.8 miles Winterton Community Academy DN159QD (575 pupils)
  15. 4 miles South Hunsley School HU143HS
  16. 4 miles South Hunsley School and Sixth Form College HU143HS (2010 pupils)
  17. 4.1 miles Welton Primary School HU151TJ (300 pupils)
  18. 4.2 miles St Anne's Community Special School HU151NR (102 pupils)
  19. 4.3 miles Hessle High School HU130JQ
  20. 4.3 miles Bridgeview School HU130HR
  21. 4.3 miles Hessle High School and Sixth Form College HU130JQ (1378 pupils)
  22. 4.5 miles Swanland Primary School HU143NE
  23. 4.5 miles Swanland Primary School Academy Trust HU143NE (447 pupils)
  24. 4.6 miles Worlaby Primary School DN200NA

List of schools in Barton-Upon-Humber

School Report

South Ferriby Primary School

Horkstow Road, South Ferriby, Barton-upon-Humber, Lincolnshire, DN18 6HU

Inspection dates 2–3 June 2015
Overall effectiveness This inspection: Good 2
Previous inspection: Inadequate 4
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2
Early years provision Good 2

Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
Information about this inspection

The excellent leadership of the headteacher in
Effective provision in the early years ensures that
Attainment in Key Stage 1 and 2 has improved
Teaching over time is good overall and some is
tackling underperformance has led to rapid
children get a good start to their learning. They
are well prepared to enter Key Stage 1.
considerably. Pupils in all key stages make good
progress in reading, writing and mathematics. By
the end of Year 6, standards are at least average
and often higher.
outstanding. Activities are varied and interesting,
effectively holding pupils’ attention. Staff check
pupils’ understanding carefully and probe their
thinking through effective questioning.
Consequently, pupils make good progress.
The use of assessment to inform teaching is strong.
Pupils are very well known as individuals and they
Pupils behave well in school and enjoy their
Staff morale is high because they feel valued and
As a result, teachers match activities to pupils’
needs accurately and provide challenge for all
receive good quality help and support. This enables
all pupils, including those who are disadvantaged or
vulnerable, to make good progress and achieve
learning. They value the very good relationships
they have with their teachers and with other pupils
in school. Pupils say that they feel safe.
well supported. They have worked closely together
as a team and share a vision for continuous
There are too few instances of outstanding
Governors do not always rigorously hold the
teaching to make pupils’ achievement
school leadership to account for the progress of
Pupils’ understanding of different cultures and
communities is not fully developed.
  • The inspector observed 10 parts of lessons, some conducted with the headteacher.
  • Meetings were held with the headteacher, middle leaders, members of the governing body and a
    representative of the local authority.
  • The inspector spoke with pupils in lessons, at lunchtime and at playtimes, listened to pupils read and met
    with groups of pupils from all classes.
  • The inspector spoke to several parents after school and took account of a recent parental survey carried
    out in school.
  • The inspector took account of 22 questionnaires returned by members of staff.
  • Together with the headteacher, the inspector looked at pupils’ progress data, information about the
    performance of teachers, documents relating to behaviour and safety, and documents relating to
    Inspection team
Lesley Butcher, Lead inspector Her Majesty’s Inspector

Full report

In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion

that the school no longer requires significant improvement.

Information about this school

  • This is a much smaller than average-sized primary school.
  • Children in the early years attend full time.
  • The proportion of disadvantaged pupils, those who are eligible for support through the pupil premium, is
    below average. The pupil premium is additional funding provided for children who are looked after by the
    local authority and those known to be eligible for free school meals.
  • The proportion of disabled pupils and those who have special educational needs is above average.
  • The proportion of pupils from minority ethnic backgrounds is well below average and all pupils speak
    English as their first language.
  • The school meets the government’s current floor targets, which are the minimum expectations for pupils’
    attainment and progress in English and mathematics.
  • South Ferriby Primary School is a community school working under North Lincolnshire County Council. The
    school works closely with other schools in the Barton Local Collaborative Trust.
    What does the school need to do to improve further?
  • To ensure that teaching becomes outstanding by:
    removing inconsistencies in the quality of teaching that do not lead to outstanding progress
    developing middle leadership, to support the drive for outstanding teaching
    improving the way that additional adults are deployed in order to maximize their impact upon pupils’
    learning and progress.
  • To improve governance by ensuring new committee structures and approaches to monitoring lead to more
    effective challenge.
  • To ensure pupils develop a deeper understanding of cultures and communities beyond their own.

Inspection judgements

The leadership and management are good
  • The leadership of the headteacher is exceptionally effective, including her leadership of teaching and
    learning. The headteacher has been instrumental in delivering improvements to the school and has
    demonstrated relentless ambition to serve the pupils and community well. The headteacher has developed
    systems and procedures to ensure pupils continue to make expected and better than expected progress.
    She has conducted difficult conversations and has held teachers to account to ensure that good learning
    takes place.
  • The headteacher and middle leaders have worked closely with the local authority School Improvement
    Partner, and with Barton Local Collaborative Trust, to secure improvements in teaching, assessment and in
    the evaluation of the school’s work. The headteacher has actively sought validation of the school’s work
    from a variety of external consultants and, as a result, teaching and learning at South Ferriby has rapidly
  • Middle leaders are beginning to develop their skills through monitoring of pupils’ books, teachers’ planning
    and examining progress data. Together with the headteacher, they ensure the delivery of a broad and
    balanced curriculum enabling pupils to develop knowledge, skills and understanding in religious education,
    computing, sport, humanities and the arts. Staff are beginning their work to develop a new curriculum and
    they exploit links across the curriculum when possible. As a consequence, pupils report enjoyment in most
    lessons and they particularly appreciate the chance to exercise creative skills in topic work.
  • The school is working to promote British values and to ensure pupils have an understanding of cultures
    and faiths beyond their own. Pupils took part in a hustings and election to school council, and older pupils
    discussed the national election. However, some of this work is at an early stage and as a result, pupils’
    experience and understanding of other cultures and communities are not well developed.
  • Primary school sport funding is effectively used to increase participation in a range of sports. For example,
    pupils have taken part in inter-school sport with other pupils in the Barton Local Collaborative Trust; they
    have competed in the local swimming gala and developed football skills during the World Cup ‘training
    camp’. The school has recently purchased table tennis tables to allow more pupils access to sport outside
  • Pupil premium funding is well used to provide emotional and academic support to disadvantaged pupils.
    The main focus of the school’s work has been to increase pupils’ attainment in reading, writing and
    mathematics, through individual mentoring and small group teaching. As a result, these pupils are
    attaining levels in line with their peers and all are making at least expected progress or better.
  • There is little difference between the attainment and progress of boys and girls in school and pupils with
    special educational needs are also progressing well, evidence that equal opportunity is successfully
    promoted. The school has successfully eradicated gaps between different groups. A positive school ethos
    promotes spiritual, moral and social development well, and fosters good relations for pupils of all ages.
    This could be observed in assembly when pupils considered how to care for animals.
  • The school’s work to safeguard pupils meets statutory requirements. Staff receive annual training on
    safeguarding, and supervision in and around school is given a high priority. Consequently, the school’s
    work to keep pupils safe is good.
  • Staff work well to involve parents in the school community and parents are very supportive of the work of
    the school, reporting their children are thriving.
    The governance of the school:
    - Governors check on the impact of additional funds used to support disadvantaged pupils.
    - Governors have a clear understanding of the quality of teaching and ensure that pay and progression
    are matched to teachers’ performance.
    - There are regular meetings with the senior leadership team to discuss the data relating to pupils’
    performance. However, governors have only recently refocused their monitoring of the school’s work
    through the committee structure. As a result, they are beginning to question the information given to
    them by the headteacher and are now understanding how to more robustly hold school leaders to
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils of all ages and abilities say that they enjoy coming to school and
    that they are happy. One Year 2 pupil said that ‘I don’t just like it – I love it at South Ferriby School!’
  • Pupils display positive attitudes to learning, encouraged by the school’s record of behaviour rating pupils
    on a red, amber or green scale. Pupils report that they really want to be ‘green’ all of the time. Levels of
    concentration are high in the Reception class and this attentive and conscientious attitude continues in
    Key Stage 1 and 2.
  • Behaviour of pupils at lunchtime and break time is good. At playtimes pupils chat happily to their teachers,
    and relationships with lunchtime supervisors are respectful, making both break and lunchtime orderly and
    pleasant for pupils.
  • Pupils value the rewards and sanctions for behaviour and teachers and additional adults apply the
    behaviour code consistently so that pupils know what to expect if they misbehave.
  • Pupils who are in the early stages of managing their behaviour are helped through support plans and
    teachers work in partnership with agencies, and with parents, to give pupils the support they need.
  • Pupils arrive at school on time, ready to learn. Pupils’ attendance has improved over recent years and is
    above national average. Should a pupil not arrive at school, procedures are in place to ensure they are
    safe and good attenders are rewarded through trophies and commendations.
  • The school’s work to keep pupils safe and secure is good.
  • The school buildings and grounds are secure.
  • Pupils understand various types of bullying, including cyber-bullying, and they know that they need to
    report this to staff or to their parents. Pupils report that bullying is very rare and talk of big improvements
    in pupils’ behaviour. Pupils say that some name-calling happens and they have confidence in adults in
    school that any form of unkindness will be dealt with.
  • The view of parents is that their children are happy in school and they express confidence that they are
The quality of teaching is good
  • The quality of teaching is good. Data show that almost all pupils are making expected progress, and many
    are exceeding expected progress. Teachers plan carefully with the needs of pupils in mind, so that tasks
    set are matched to pupils’ abilities and offer challenge to pupils. High expectation, through the level of
    work set, and through skilful teacher questioning, is present in all classes.
  • Pupils are very aware of the personal targets they are aiming towards, in reading, writing and
    mathematics. As a result, pupils are taking responsibility for their own learning. Pupils receive regular
    mentoring by their teacher, to discuss progress and to help remove any barriers to their learning.
  • The effective teaching of phonics (the sounds that letters make) is leading to good progress, so that pupils
    confidently use their phonic knowledge to sound out and spell unfamiliar words in their reading and
    writing. Some variability exists in the planning and teaching of phonics and as a result, the progress of
    some pupils is not as rapid as it might be.
  • The teaching of reading at Key Stage 1 is effective and pupils are enjoying opportunities to read regularly.
  • At Key Stage 2, the teaching of reading is leading to good learning. In one lesson observed pupils were
    very absorbed in a text about a character called Eric. Boys and girls were equally confident to offer
    answers, demonstrating good understanding and enjoyment of the work. Pupils were able to demonstrate
    higher order reading skills and to generate their own questions, as a result of the teacher’s good planning.
  • Rigorous teaching of writing is leading to good progress. Pupils are encouraged to write at length. Pupils
    self-assess their own progress and compare it to the teacher’s view of their work, through ‘marking
    ladders’. Pupils have regular opportunities to reflect upon success criteria, and to redraft and improve their
  • Teachers’ strong subject knowledge and weekly assessments allow them to diagnose where pupils need
    additional help, and are leading to good learning in mathematics by pupils across the school.
  • Teaching is helping pupils to make useful links between subjects. In science books seen, pupils have been
    encouraged to use a range of mathematical and literacy skills to conduct and record experiments.
  • Marking of pupils’ work is helping them to improve. Pupils appreciate their teachers’ marking of their work
    and revisit work to correct spellings or punctuation, to make further improvements, or to secure learning
    through additional practice.
  • The impact of additional adults is variable, due to a range of experience and training. Where practice is
    good, pupils are able to work confidently alongside their peers and to achieve well.
The achievement of pupils is good
  • Pupils’ attainment has risen rapidly since the school’s last inspection. The percentage of pupils attaining
    Level 4, or above, in reading, writing and mathematics combined, was above average in 2014. The
    proportion that gained the higher Level 5 was above average in writing and mathematics, but below
    average in reading.
  • In 2014, Year 6 pupils made improved progress in reading, writing and mathematics, compared to the
    previous year. Proportions of pupils making expected progress was better than the national picture.
    Proportions of pupils making better than expected progress was above national averages in writing and
    mathematics, but closer to average in reading.
  • Current data indicate that pupils’ attainment in reading, writing and mathematics will improve further in
    2015. All pupils are expected to achieve nationally expected levels in reading, writing and mathematics
    and many are on track to exceed these confirming pupils’ good progress.
  • Results in national tests and assessments in 2014 show gaps at the end of Year 6 in attainment in
    reading, writing and mathematics between disadvantaged pupils and other pupils in the school.
    Disadvantaged pupils were around two terms behind their peers in reading, writing and mathematics.
    Disadvantaged pupils attained expected levels in line with other pupils nationally in reading, writing and
    mathematics. However, pupils did not attain the higher Level 5 at the rate of other pupils nationally. Data
    and work in books suggest the school will close these gaps in 2015. Disadvantaged pupils making
    expected progress exceeded that of others in school and nationally.
  • At Key Stage 1, improvements over a three year period to 2014 have led to pupils at the school
    outperforming other pupils nationally, in reading, and writing, and significantly exceeding them in
    mathematics. Proportions of pupils reaching the higher Level 3 significantly exceeded national averages in
    reading and mathematics. Disadvantaged pupils are attaining levels above their peers nationally. Current
    data indicate further improvements in 2015, as all pupils are on track to meet challenging targets.
  • In Year 1, in 2014, the proportion meeting the expected standard in the national screening test of letters
    and sounds (phonics) was close to national average. Above average proportions of pupils have reached
    the expected standard in phonics in 2015.
  • The school’s rigorous assessment system has been adapted following national changes in assessment.
    Evidence from pupils’ work indicates that progress of most pupils across the school is in line with, or
    exceeding expectations this year. School leaders’ raised expectations, and the good quality of teaching
    and learning in Key Stage 1 and 2 are ensuring that pupils make good progress in all classes.
  • In 2015, all of the most able pupils are attaining standards above those expected for their age reflecting
    good progress from their starting points.
  • Pupils with special educational needs are making expected progress, as a result of well-conceived
    individual education plans and frequent close scrutiny of pupil progress data.
The early years provision is good
  • The majority of children join the Reception class with knowledge and skills typical for their age, but in
    2014 too few children were well-prepared to start Year 1, when only half of Reception children achieved a
    good level of development. However, in 2015, proportions of children achieving a good level of
    development are above national averages, and most children have achieved expected levels in all areas,
    including reading, writing and number, as a result of improved teaching and provision in the early years.
  • Teaching in the early years is good. Relationships and the very individual knowledge that staff have about
    each child is a particular strength. Staff ensure children learn in a safe and caring environment.
  • Rigorous and careful assessment is in place to measure the progress of children. ‘Early Learning Journeys’
    provide a personal and detailed account of children’s progress. Assessment is effectively used to identify
    individual children’s needs, to plan the next stages in learning, and to adapt the provision to ensure those
    needs are met.
  • Most children are learning to understand letters and the sounds they make and many are at the early
    stages of reading.
  • Children behave well in the early years. They play cooperatively, are considerate towards each other and
    talk confidently together during play. They speak happily to adults, articulating what they are doing, in a
    lively manner.
  • The school has worked to involve parents in their child’s learning and as a result, parental confidence is
  • Staff work closely with the local playgroup to ensure a smooth transition into school and visiting children
    appeared settled and happy on their first visit to school.
  • Early years is led effectively. The headteacher has accurately identified weaknesses in provision and,
    although there is more work planned, staff have begun to refresh the areas of provision and to enliven
    activities which the children access.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
Grade 2 Good A good school is effective in delivering outcomes that provide well for all
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it is not
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is failing
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
Ofsted inspectors.

School details

Unique reference number 117752
Local authority North Lincolnshire
Inspection number 462622

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 5–11
Gender of pupils Mixed
Number of pupils on the school roll 63
Appropriate authority The governing body
Chair James Shipstone
Headteacher Lynn Findlay
Date of previous school inspection 4 December 2013
Telephone number 01652 635251
Fax number Not applicable
Email address reveal email: admi…

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