Welholme Primary School Closed - academy converter Aug. 31, 2014
North East Lincolnshire
phone: 01472 *** ***
headteacher: Mrs Delyse Turrell Bed
630 pupils capacity: 87% full
285 boys 52%
265 girls 48%
Last updated: Aug. 31, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Jan. 1, 2009
- Close date
- Aug. 31, 2014
- Reason open
- Result of Amalgamation
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 527835, Northing: 408771
- GPS coordinates
- Latitude: 53.56, Longitude: -0.071512
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 23, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › Great Grimsby › Heneage
- Urban > 10k - less sparse
- Free school meals %
- Welholme Infants' School DN329JD
- Welholme Junior School DN329JD
- 0.1 miles Welholme Academy DN329JD
- 0.2 miles Edward Heneage Primary School DN329HL
- 0.2 miles Edward Heneage Primary Academy DN329HL (334 pupils)
- 0.5 miles St Mary's Catholic Primary School DN327JX
- 0.5 miles Saint Mary's Catholic Voluntary Academy DN327JX (237 pupils)
- 0.6 miles Old Clee Infants' School DN328EN
- 0.6 miles Old Clee Junior School DN328EN
- 0.6 miles Old Clee Primary School DN328EN
- 0.6 miles Special Educational Needs Support Service (Senss) DN327DZ
- 0.6 miles Old Clee Primary School DN328EN (652 pupils)
- 0.7 miles Phoenix House Pupil Referral Unit DN327NQ (9 pupils)
- 0.7 miles Weelsby Primary School DN327PF
- 0.7 miles Lisle Marsden CofE (VA) Infant School DN320DF
- 0.7 miles Lisle Marsden CofE (VA) Junior School DN320DF
- 0.7 miles Lisle Marsden CofE Aided Primary School DN320DF
- 0.7 miles Lisle Marsden CofE Aided Primary School DN320DF (521 pupils)
- 0.7 miles Weelsby Primary Academy DN327PF (310 pupils)
- 0.7 miles Phoenix Park Academy DN327NQ
- 0.8 miles William Barcroft Junior School DN357SU (264 pupils)
- 0.8 miles Havelock School DN328JL
- 0.8 miles Wintringham School DN320AZ
- 0.8 miles St Martin's Preparatory School DN345AA (123 pupils)
Welholme Primary School
Welholme Road, Grimsby, Lincolnshire, DN32 9JD
|Inspection dates||23–24 October 2012|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Behaviour and safety of pupils||Requires improvement||3|
|Leadership and management||Requires improvement||3|
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
The school has the following strengths
| The quality of teaching is too variable to |
Standards at the end of Key Stage 1,
enable all pupils to make good progress.
Some teachers do not provide work at just
the right level to challenge all pupils,
particularly those who are most able.
although improving, are below average. The
main reason for this is that the progress
pupils make in reading and writing in Years 1
and 2 is slow and for some boys is
| Although some improvements to the teaching |
Senior leaders do not influence the work of
When senior leaders observe teachers to check
of writing are evident across the school, writing
standards and progress over time are variable
and reading is a relative weakness.
other staff well enough to secure good
teaching and good progress for all pupils.
on the quality of their work they do not identify
specifically enough what needs to be
| Relationships between staff and pupils are |
Good relationships with parents have helped
Most pupils behave well around the school.
very good and ensure that the pupils feel safe
to improve rates of pupil attendance which
are now average.
Consequently, they enjoy school and talk
enthusiastically about their experiences.
| The leadership and management of the |
Teaching in mathematics has improved since
headteacher have been instrumental in
creating a school where pupils are respected
and are well cared for.
the last inspection so that pupils are making
better progress and reaching average
standards in mathematics by the end of Year
Information about this inspection
- Inspectors observed 26 lessons of which seven were joint observations with the headteacher. In
addition, the inspection team made a number of short visits to lessons.
- Meetings were held with two groups of pupils, the headteacher, subject leaders and two
members of the governing body.
- Inspectors took account of the seven responses to the on-line questionnaire (Parent View) in
planning the inspection and spoke to parents attending Parents’ Evening.
- They observed the school’s work and scrutinised a number of documents including the school’s
improvement plans, data on pupils’ current progress, planning and monitoring files, minutes of
the governing body meetings and records relating to behaviour, attendance and safeguarding.
|Amraz Ali, Lead inspector||Her Majesty’s Inspector|
|Paul Plumridge||Additional Inspector|
|David Matthews||Additional Inspector|
Information about this school
- This is a well-above average-sized primary school.
- An above average proportion of pupils are eligible for the pupil premium, which provides
additional funding for children in local authority care and pupils known to be eligible for free
- The proportion of pupils identified with special educational needs through school action is above
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is above average.
- The majority of pupils are White British with a very small proportion from minority ethnic
backgrounds. Very recently, a small number of pupils at the very early stages of learning English
have joined the school, mostly from Eastern Europe.
- In 2012, the school exceeded the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress in English and mathematics.
- There has been a high turnover of teachers over the last three years and almost half of the
teaching staff have changed. Two of the 21 classes are currently taught by temporary teachers
and three are newly qualified teachers.
What does the school need to do to improve further?
- Improve the quality of teaching so that it is more consistently good or better by:
ensuring that teachers have a shared sense of urgency which is reflected in their higher
expectations of the quality and quantity of work pupils produce
setting tasks which more effectively challenge all levels of ability, particularly the most able
improving pupils’ attitude to learning and pride in completing work
ensuring there is not too much teacher talk or too little time for pupils to complete their work
ensuring that marking and feedback to pupils more consistently inform pupils how to improve
their work, particularly in mathematics.
- Improve standards and progress in reading and writing, particularly for boys in Key Stage 1, by:
developing teachers’ skills at teaching pupils to tackle unknown words
ensuring the tasks pupils complete independently during daily reading lessons are more
worthwhile and allow pupils to practise and consolidate their reading skills
ensuring the skills of the teaching assistants who read with pupils on a one-to-one basis allow
them to identify which reading skills are being practised and which need to be improved
ensuring pupils’ writing skills are built up systematically
providing more opportunities for pupils to use and apply their reading and writing skills in
- Improve the impact of the school’s leaders by:
evaluating the impact of the pupil premium funding on pupils’ achievement
involving subject leaders in the analysis of the progress and standards reached and in
improving the skills of other teachers
more effectively checking on and evaluating the work of teachers and providing explicit advice
on how to improve classroom practice.
|The achievement of pupils||requires improvement|
- Standards in mathematics at the end of Year 6 have improved and are typically average.
Improvements in 2012 meant standards at the end of Year 6 in reading and writing were closer
to average. This is better than in previous years when standards were well below average.
- Children joining the Reception class usually do so with skills and abilities that are below what is
typical for their age, particularly in communication, language and literacy. Improvements since
the last inspection, including better resources, access to outdoors and better teaching are
helping children to make better progress. As a result, more children are reaching the standards
expected ready for the start of Year 1.
- A particular success has been the regular teaching of letters and sounds to pupils in the
Reception class so that now they are in Year 1 more pupils are able to attempt to read unknown
words by looking at the letters.
- Standards at the end of Year 2 have improved but remain below average. The main reason for
this is that the standards reached by boys in reading and writing are well below those reached
by girls. Pupils experience difficulty in using simple forms of punctuation and choice of
descriptive vocabulary to add detail to their writing.
- The amount of progress pupils make across different year groups is uneven and is directly linked
to the variability in the quality of teaching. Too few pupils exceed the expected rate of progress
because of these inconsistencies, particularly between Year 1 and Year 5.
- The progress of disabled pupils and those with special educational needs is similar to other
pupils whereas the progress of pupils supported by the pupil premium is less than other pupils at
the school. The progress of pupils from minority ethnic backgrounds is similar to other pupils as
is the progress made by those pupils who are at the early stages of learning English.
- In some year groups, such as Year 4, and partly as a result of previous disruption to teaching,
pupils’ skills in reading, spelling and handwriting and poor presentation are impeding the speed
at which they are able to learn. Writing skills are not always taught systematically to plug the
gaps in pupils’ skills.
- Reading is a priority throughout the school. The recently introduced, daily reading lessons which
see one group of pupils working with a teacher while other pupils work independently are having
mixed results. Some teachers fail to develop pupils’ ability to tackle unknown words and the
tasks pupils work on by themselves often lack challenge and do not always improve pupils’
- Pupil premium funding is being used to provide additional teaching assistants who hear every
pupil read on a one-to-one basis each week. Although pupils say they enjoy this, the adults do
not always have the skills to identify which reading skills are being used and which reading skills
need to be improved.
|The quality of teaching||requires improvement|
- Although there have been improvements to the quality of teaching, for example in the Early
Years Foundation Stage and in mathematics, teaching is too inconsistent to enable all pupils to
make good progress over time. Good teaching is more consistently found in Year 6 with pockets
of good teaching spread throughout the school. Although there has been a considerable amount
of staff training, high levels of staff turbulence have been a significant barrier to the consistent
implementation of new policies and agreed ways of working.
- Strengths in lessons include very good relationships between pupils and teachers, the teaching
of letters and sounds in the lower school, the deployment of additional adults, teachers’ subject
knowledge and the developing use of computers as a tool for learning.
- Where teaching was most effective tasks were set at just the right level and teachers
communicated their expectations of both the quality and quantity of work required.
Consequently, pupils worked with a real sense of urgency and lived up to the teachers’
expectations to produce good pieces of work.
- Sometimes introductions to lessons are too long and complex so that some pupils struggle to
sustain concentration and so they either become restless and inattentive or quietly passive in
their response. Consequently, they do not always understand what to do when working
independently and have too little time to complete the work successfully.
- In too many lessons, although there are good features, such as clear explanations, teachers do
not specify how much work needs to be completed. As a result, pupils’ level of productivity is
poor with some pupils stating that it does not matter how much work is produced or if work is
left incomplete. Consequently, in many lessons pupils’ attitudes to their work is too leisurely and
they do not practise or improve their work at a fast enough pace.
- Teachers do not use what they know about each pupil well enough to set tasks which always
challenge all pupils. This means that the work is often undemanding, particularly for the most
able. Where this happens pupils quickly become uninterested and they become off-task,
sometimes presenting poor behaviour.
- Teachers’ marking of pupils work is generally regular and encouraging. The best effectively
identifies how pupils can improve their next piece of work. However, this can be variable,
particularly in mathematics.
- Teachers plan interesting activities in subjects such as history and geography but sometimes
opportunities are missed to use this work to practise and extend reading and writing skills.
|The behaviour and safety of pupils||requires improvement|
- Although behaviour has improved, and pupils say that they like the classroom reward systems,
good behaviour is not a consistent feature of all lessons. In some lessons, particularly where
teaching is less effective, pupils become off-task and they sometimes demonstrate poor
- Most pupils are outgoing and friendly to one another and to visitors. Pupils say they feel safe,
‘because teachers look after us and because we have good friends’.
- Pupils say the rules are fair and they have a sound understanding of different types of bullying,
including name-calling and cyber-bullying. They say that incidents of bullying do occur but are
dealt with well. Pupils say that they are happy to tell staff if they experience any difficulties.
- Pupils typically show respect and kindness to others regardless of age, race and disability. New
pupils are made to feel welcome and part of the school community very quickly. For example,
one pupil who recently joined the school and is at the early stages of learning English stated, ‘I
have lots of friends here. Everyone wanted to help me on my first day.’
- Pupils are proud of their school and enjoy school life. This is reflected in their improved
attendance, which is now average.
- The school carefully ensures adults working with children are suitably vetted.
|The leadership and management||requires improvement|
- The quietly determined drive and resilience of the headteacher have contributed significantly to
recent school improvements. She has successfully steered the school through a period of
considerable turbulence in staffing and managed to unite staff with a shared ambition to secure
- Senior leaders have an accurate picture of the school’s strengths and areas for improvement.
Plans for improvement are sound but do not identify clearly how the impact of new
developments will be checked or evaluated.
- Teachers have had training and extensive opportunities to learn from best practice at other
schools in order to improve their teaching. However, due to considerable staff changes and
some weaknesses in evaluating classroom practice, teaching remains too variable to secure good
progress for all pupils.
- As part of the arrangements for checking on the work of teachers and for managing their
performance, lessons are soundly evaluated. The written records of these evaluations do not
routinely specify what teachers need to do to improve their work. In the most recent
management of teachers’ performance senior leaders have restricted access to higher pay to the
most able teachers.
- The school receives a substantial amount of pupil premium funding. This is spent on extra
teachers and support staff, some one-to-one support, new resources and educational visits and
this expenditure is reported to the governing body. However, the impact of this work has not
- The effectiveness of middle leaders is variable. Although they are enthusiastic and have a largely
clear understanding of their roles, they have not all evaluated the standards and progress of
pupils in their subjects or checked directly on the impact of new developments. They have not
been effective enough at helping to improve the skills of other teachers.
- The school promotes well pupils’ spiritual, moral, social and cultural development through
assemblies and the wider curriculum. For example, in one assembly a practising Muslim came
along to tell pupils about her faith. This was well received by pupils.
- The curriculum is sound with strengths in the many visits out and visitors who come into school.
For example, pupils have visited local museums and places of interest. During the inspection,
Years 5 and 6 watched a visiting theatre group which helped to develop their understanding of
life during the Second World War and provided a rich stimulus for their writing.
- The link between home and school is good and has contributed to improved rates of attendance.
Parents who spoke to inspectors were overwhelmingly positive about the school’s work.
- The local authority has correctly identified that the school requires extra help which is welcomed
by the senior leaders. For example, the headteacher has worked closely with a local authority
officer to undertake a joint review of the quality of teaching and this helped to ensure that the
school’s self-evaluation is largely accurate.
- The governance of the school:
Members of the governing body fulfil their statutory duties, including those in respect of
safeguarding. They are keen for the school to improve and have supported the leadership
team through a period of staff change. Some governors know first-hand the work of the
school because they make frequent visits or are volunteers in school. They are aware of the
school’s strengths and areas where most improvement is needed. Individual governors, such
as the governor with responsibility for special educational needs, meet regularly with staff and
ask detailed questions about the provision for pupils who need extra help. The headteacher’s
termly reports provide a useful overview of the work of the school. Although these provide the
most recent information about end-of-key-stage test results, they do not provide enough
information about progress from term-to-term or information about the quality of teaching.
This limits the ability of the governing body to challenge the work of senior leaders.
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.
|Unique reference number||135679|
|Local authority||North East Lincolnshire|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4-11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||561|
|Appropriate authority||The governing body|
|Chair||Mr Peter Johnson|
|Headteacher||Mrs Delyse Turrell|
|Date of previous school inspection||26 January 2010|
|Telephone number||01472 329944|
|Fax number||01472 329952|