St Andrew's Church of England Voluntary Aided Primary School
phone: 01482 825659
headteacher: Mr Graham Huckstep
587 pupils capacity: 110% full
330 boys 51%
320 girls 49%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 509221, Northing: 433309
- GPS coordinates
- Latitude: 53.785, Longitude: -0.34377
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 10, 2013
- Diocese of York
- Region › Const. › Ward
- Yorkshire and the Humber › Kingston upon Hull North › Kings Park
- Urban > 10k - less sparse
- Free school meals %
- 0.4 miles Sutton Park Primary School HU74AH
- 0.4 miles Sutton Park Primary School HU74AH (400 pupils)
- 0.5 miles Parkstone Primary School HU67DE (329 pupils)
- 0.6 miles Coleford Primary School HU74QA
- 0.6 miles Bude Park Primary School HU74EY
- 0.6 miles Bude Park Primary School HU74EY (270 pupils)
- 0.7 miles St Mary Queen of Martyrs RC Primary School HU74BS (356 pupils)
- 0.7 miles St Mary Queen of Martyrs RC Primary School HU74BS
- 0.8 miles Endike Primary School HU67UR
- 0.8 miles Thomas Ferens Academy HU69BP (562 pupils)
- 0.8 miles Endike Academy HU67UR (400 pupils)
- 0.9 miles Northcott School HU74EL (115 pupils)
- 1 mile Cleeve Primary School HU74JH
- 1 mile Newland St John CofE Primary School HU67LS (260 pupils)
- 1 mile Endsleigh Holy Child RC Primary School HU67TE (327 pupils)
- 1 mile St Mary's College HU67TN (1623 pupils)
- 1 mile Cleeve Primary School HU74JH (460 pupils)
- 1.1 mile McMillan Nursery School HU68HT (105 pupils)
- 1.1 mile The Green Way Primary School HU68HD
- 1.1 mile Dorchester Primary School HU76AH
- 1.1 mile Winifred Holtby School Technology College HU74PW
- 1.1 mile The Green Way Academy HU68HD (430 pupils)
- 1.1 mile Dorchester Primary School HU76AH (363 pupils)
- 1.1 mile Winifred Holtby Academy HU74PW (1347 pupils)
St Andrew's Church of England
Voluntary Aided Primary School
Grandale, Sutton Park, Hull, HU7 4BL
|Inspection dates||10–11 October 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| As a result of good and outstanding teaching, |
Teachers provide excellent suggestions for
Teachers plan interesting lessons and prepare
Teaching assistants are skilful and used very
pupils make at least good progress in both
English and mathematics by the time they
pupils to improve their work. As a result
pupils’ skills in English and mathematics have
materials that are well matched to the
different needs and abilities of pupils. This
motivates pupils and helps them learn well.
well to support pupils’ learning both in class
and in small-group activities outside the
| Pupils behave well and they have positive |
The leadership team has a strong focus on
Leaders, managers and governors have
The improvement in pupil achievement since
attitudes to learning. They work diligently to
improve their work.
developing good or better teaching. They share
their skilful teaching practices with others. This
has improved the quality of teaching since the
developed a strong sense of purpose amongst
all staff to drive the school forward. This
contributes well to ensuring good teaching and
achievement. As a result pupils are well-
prepared for the next stage of their education.
the last inspection testifies to the school’s
strong capacity for further improvement.
| There is not enough outstanding teaching |
Boys are not always consistently challenged
and a small amount still requires
to reach the highest standards in writing.
| There is not enough problem-solving in |
Not all middle leaders use the school’s rigorous
mathematics at Key Stage 1.
evaluations sufficiently well to hold each other
|Inspection report:||St Andrew's Church of England Voluntary Aided Primary School, 10–11 October 2013||2 of 9|
Information about this inspection
- Inspectors observed 30 lessons given by 26 teachers. They also observed two small-group
sessions led by a teaching assistant and a teacher. One observation was undertaken jointly with
- Inspectors spoke to two groups of pupils about their learning in lessons and their safety in
school. Inspectors listened to some pupils reading.
- Meetings were held with the Chair of the Governing Body and three other governors, school
staff, and a representative of the local authority. In addition, inspectors looked at the school’s
review of its performance, its development plan, safeguarding information, school policies and
the minutes of governing body meetings.
- The inspectors analysed 91 responses to the online questionnaire (Parent View). Inspectors
spoke to some parents during the school day. They also analysed the results of a school
questionnaire sent to parents in July 2013. A letter sent to the inspection team by a parent was
taken into consideration.
- The views of 58 staff who returned questionnaires were taken into account.
|James McGrath, Lead inspector||Additional Inspector|
|Carol Smith||Additional Inspector|
|Paul Spray||Additional Inspector|
|Susan Davis||Additional Inspector|
|Inspection report:||St Andrew's Church of England Voluntary Aided Primary School, 10–11 October 2013||3 of 9|
Information about this school
- This is a very large primary school. It is more than twice as big as an average-sized primary
- The proportion of girls is below the national average.
- The proportion of pupils known to be eligible for the pupil premium is half the national average.
The pupil premium is additional funding for those pupils who are known to be eligible for free
school meals, children from service families and those children that are looked after by the local
- The vast majority of pupils are White British.
- The proportion of pupils supported at school action is average. The proportion of pupils
supported at school action plus or with a statement of special educational needs is below
- The school meets the government’s current floor standards, which set minimum expectations for
attainment and progress in English and mathematics.
- The school holds the Basic Skills award and the International Schools award.
- There has been a significant increase in teaching staff since the last inspection.
What does the school need to do to improve further?
- Improve the quality of teaching to be consistently good or better throughout the school to
accelerate progress and further raise pupils’ achievement in English and mathematics by:
making sure teachers always ‘pitch’ tasks to match the abilities of all pupils
ensuring teachers demand the highest quality of handwriting, presentation and accuracy in
spelling and grammar from boys
eradicating the small minority of teaching that requires improvement
providing more opportunities at Key Stage 1 for pupils to engage in problem-solving activities
ensuring that all teachers consistently challenge boys to reach the highest standards in
- Raise the quality of leadership and management to outstanding by ensuring that all middle
leaders use the school’s data and information systems to hold each other more rigorously to
account for the quality of teaching and learning in the school.
|Inspection report:||St Andrew's Church of England Voluntary Aided Primary School, 10–11 October 2013||4 of 9|
|The achievement of pupils||is good|
- Most children start school with skills that are below those typical for their age. Supported by
good teaching and good opportunities to choose from a wide range of interesting activities, they
make good progress. The large majority of children reach a good level of development by the
end of the Early Years Foundation Stage.
- Standards at the end of Year 2 in reading and mathematics were above average in 2012.
However, standards in writing were below average due to weaknesses in boys' writing skills.
Standards improved in reading, writing and mathematics in 2013. There was rapid improvement
in boys’ writing. Due to good teaching, overall standards in 2013 are well above average.
- In 2013, all pupils at the end of Year 6 made the progress expected of them in reading, writing
and mathematics with many doing better than this. They started Key Stage 2 in 2009 with
standards that were well below average. By the end of Key Stage 2, they reached standards in
mathematics and reading that were well-above average with average standards in writing. These
improvements in standards occurred due to the good guidance given to each teacher by the
literacy and numeracy coordinators. The headteacher and governors supported them well by
providing additional, high quality, teaching staff in Years 5 and 6 to accelerate pupils’ progress.
- The most-able pupils make good progress and attain high standards. However, too few boys
achieve the highest levels of writing by the end of Key Stage 2.
- Pupils with special educational needs are making similar progress to others as they move up
through the school. An analysis of pupils’ work confirmed that these pupils made good progress.
- By the end of Year 6, pupils known to be eligible for the pupil premium achieve above-average
standards in reading and mathematics and average standards in writing. Those eligible for free
school meals are making better progress than others in reading and mathematics and similar
progress in writing. By the end of Year 6, they attain equally high standards in reading and are
six months behind others in mathematics and writing.
- The school has purchased an excellent range of books to meet the interests of pupils. All pupils
take books home to read and understand the importance of developing good reading skills. The
school has promoted reading exceptionally well. Parents regularly listen to their children reading
and make a good contribution to their progress. The most recent screening test at the end of
Year 1 showed that pupils’ skills in linking letters and sounds to read words (phonics) were well
above those expected nationally. Pupils say they love reading. Inspectors observed teachers and
teaching assistants giving outstanding support for pupils’ reading. Inspectors listened to readers
and found that pupils had very positive attitudes to reading and standards were well above
|The quality of teaching||is good|
- Parents greatly appreciate the good teaching and positive relationships between their children,
teachers and support staff. In most lessons observed, teaching was good with some that was
outstanding. However, a small amount of teaching requires improvement. This leads to teaching
being good overall.
- Teachers’ meticulous marking of pupils’ work and the excellent suggestions they make for
improvement are helping pupils learn well. Pupils find their teachers’ comments helpful and
respond enthusiastically to improve their work. This is making a significant contribution to the
good progress pupils make.
- In the best lessons, teachers’ planning is good and sometimes outstanding. Teachers provide a
range of interesting tasks to meet the needs and abilities of all pupils. In a Year 6 religious
education lesson pupils were studying work from poets, musicians, mathematicians and
scientists to reflect on the ‘meaning of life’. Pupils were excited by the work and made
|Inspection report:|| St Andrew's Church of England Voluntary Aided Primary School, 10–11 October |
|5 of 9|
- Very occasionally, the tasks set by teachers are too challenging. Pupils are given insufficient
guidance and information to support their work. When this happens pupils usually persevere but
make slow progress and find it difficult to access the work.
- Teachers make it clear to pupils what they are going to learn and what has to be completed
during the lesson. This helps pupils settle to their work quickly and produce large amounts of
work. Teachers provide good opportunities for pupils to comment on each other’s work and to
suggest how the work can be improved.
- There are good opportunities for pupils to work independently or in small groups during most
lessons. Pupils use a clear sets of guidance, ‘non-negotiables’, to produce high-quality work in
English and mathematics. Pupils know the level at which they are working and use the ‘non-
negotiables’ exceptionally well to develop their work and strive to reach the next level.
- Teachers and teaching assistants regularly check the work of all pupils and provide good advice.
Sometimes they do not demand the highest quality of handwriting, presentation and accuracy in
spelling and grammar from boys. This leads to boys’ writing skills not being as well developed as
those of girls.
- An analysis of pupils’ work showed that they are given good opportunities to use their English
and mathematical skills in many different subjects. As a result they are making good progress in
English and mathematics. The analysis also showed that there are not enough opportunities for
problem-solving in mathematics at Key Stage 1.
- A good feature of almost all lessons is the strong contribution made by highly skilled teaching
assistants. They work with small groups of pupils who benefit considerably from their expertise
in literacy and numeracy.
|The behaviour and safety of pupils||are good|
- Pupils follow the instructions of their teachers very well and are keen to learn. They are
enthusiastic and take part in learning sessions for English and mathematics before the start of
the school day. They are conscientious in responding to teachers' marking and suggestions for
- They enjoy their work and are very industrious. Learning from each other is encouraged
throughout the school. Occasionally, some pupils lose concentration in lessons and need to be
prompted by their teacher to focus on their work.
- Around the school, pupils’ behaviour is impeccable. They are polite and treat each other with
great respect and dignity. The superb displays of pupils’ work in corridors are treated with the
greatest respect and make a significant contribution to an outstanding environment for learning.
- Pupils are very confident and much at ease with adults. They appreciate the many opportunities
to share their thoughts in order to help the school improve. The ‘Pupil Opinion Party’, some
pupils from Year 6, seeks the views of all pupils about safety and education. The Party reports to
monthly governor meetings. Pupils are confident that their suggestions are considered and acted
- School rules are known exceptionally well by pupils. They know the consequences if the rules
are broken. Pupils believe that behaviour is good in school and that the school’s reward systems
promote good behaviour. Behaviour is well-managed and the school does not use exclusion in
order to manage behaviour.
- Pupils say they feel very safe at school. They speak highly about the project work they have
completed on ‘stranger danger’, internet safety, fire safety and water safety. They know how to
keep themselves safe, particularly when using the internet.
- They say that instances of bullying are rare. They are confident that when bullying is reported
the school takes action.
- Overall attendance is above average with very few persistent absentees. The attendance of
those pupils known to be eligible for the pupil premium is lower than others in school and below
average. The school provides extra teaching for these pupils to catch up so they do not fall
behind in their learning.
|Inspection report:|| St Andrew's Church of England Voluntary Aided Primary School, 10–11 October |
|6 of 9|
- All parents and staff were overwhelmingly positive about behaviour and safety in the school.
|The leadership and management||are good|
- The headteacher and the governing body have high aspirations for the school. These are well-
known and well-supported by all staff. Strong drive and ambition has improved the overall
effectiveness of the school in the short time since the last inspection.
- The leadership team and the governors have an exceptionally accurate view of the school's
strengths and areas for improvement.
- There is strong capacity for further improvement. Extra teachers have been appointed to allow
middle leaders more time to fulfil their roles. Middle leaders work in small teams so that aspects
of the school’s development are not solely reliant on one individual. This is an example of
excellent leadership and management.
- Middle leaders collect a wide range of information which enables them to accurately assess the
quality of teaching and learning. They model good teaching practices for others. This highly
effective professional development has improved the quality of teaching and learning.
- The school’s excellent systems for checking pupils’ progress and measuring the quality of
teaching are, occasionally, not used readily by some middle leaders to support their assertions
about teaching and learning in their areas. Sometimes middle leaders do not use the information
rigorously enough to challenge each other and hold each other to account.
- Performance management for teachers is robust and identifies the skills they need to improve.
Teaching assistants have a performance-review system to establish their training needs and this
is helping them provide good and sometimes excellent support for pupils. This is a good example
of the school’s commitment to equality of opportunity. The curriculum provides many exciting
opportunities and promotes a strong interest in learning. It covers a wide range of subjects and
contributes well to pupils’ good progress in literacy and numeracy. A strong culture of music and
art is experienced all around the school. The curriculum makes an excellent contribution to
pupils’ spiritual, moral and social and cultural development.
- Pupils’ participation in a wide range of sports is high. The new primary sports funding allows
more activities to take place in partnership with the local sports centre. The school is using
professional sports’ coaches to work in physical education lessons as part of a training
programme for teachers. This is contributing well to pupils’ healthy lifestyles, physical well-being
and enjoyment of sport.
- The local authority has provided highly effective support for this good school with training to
improve the teaching of English and mathematics. As a result standards in mathematics and
English have improved rapidly.
- The governance of the school:
Guided exceptionally well by the Chair of the Governing Body, governors have supported the
headteacher in establishing the school’s priorities. They fully understand pupils’ progress data
and ask searching questions of the headteacher to determine the quality of teaching and
learning in the school. Governors know the school well. They meet with subject leaders to
discuss progress and they volunteer to work with pupils. Their ‘Raising of Achievement Group’
checks the progress of all of the groups of pupils each month. Governors stringently hold
senior leaders to account for all aspects of the school’s work. They have regular financial
reports and make checks on the school’s budget. They have approved the use of pupil
premium funding to employ additional support staff for English and mathematics. They
monitor effectively the impact of this support on pupils’ progress. Governors understand fully
the arrangements linking teachers’ performance and pay. When teachers’ targets are not met
they challenge the headteacher to ensure that there is improvement. The school’s
arrangements for safeguarding meet statutory requirements.
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What inspection judgements mean
|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 employment.
|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.
|Inspection report:||St Andrew's Church of England Voluntary Aided Primary School, 10–11 October 2013||8 of 9|
|Unique reference number||118051|
|Local authority||City of Kingston upon Hull|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||638|
|Appropriate authority||The governing body|
|Date of previous school inspection||14 February 2012|
|Telephone number||01482 825659|
|Fax number||01482 879540|
Any complaints about the inspection or the report should be made following the procedures set out in the
guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website:
www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300
123 4234, or email