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Welholme Primary School Closed - academy converter Aug. 31, 2014

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Welholme Primary School
Welholme Road
North East Lincolnshire

phone: 01472 *** ***

headteacher: Mrs Delyse Turrell Bed

reveal email: h…

school holidays: via North East Lincolnshire council

551 pupils aged 4—10y mixed gender
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 %

rooms to rent in Grimsby

Schools nearby

  1. Welholme Infants' School DN329JD
  2. Welholme Junior School DN329JD
  3. 0.1 miles Welholme Academy DN329JD
  4. 0.2 miles Edward Heneage Primary School DN329HL
  5. 0.2 miles Edward Heneage Primary Academy DN329HL (334 pupils)
  6. 0.5 miles St Mary's Catholic Primary School DN327JX
  7. 0.5 miles Saint Mary's Catholic Voluntary Academy DN327JX (237 pupils)
  8. 0.6 miles Old Clee Infants' School DN328EN
  9. 0.6 miles Old Clee Junior School DN328EN
  10. 0.6 miles Old Clee Primary School DN328EN
  11. 0.6 miles Special Educational Needs Support Service (Senss) DN327DZ
  12. 0.6 miles Old Clee Primary School DN328EN (652 pupils)
  13. 0.7 miles Phoenix House Pupil Referral Unit DN327NQ (9 pupils)
  14. 0.7 miles Weelsby Primary School DN327PF
  15. 0.7 miles Lisle Marsden CofE (VA) Infant School DN320DF
  16. 0.7 miles Lisle Marsden CofE (VA) Junior School DN320DF
  17. 0.7 miles Lisle Marsden CofE Aided Primary School DN320DF
  18. 0.7 miles Lisle Marsden CofE Aided Primary School DN320DF (521 pupils)
  19. 0.7 miles Weelsby Primary Academy DN327PF (310 pupils)
  20. 0.7 miles Phoenix Park Academy DN327NQ
  21. 0.8 miles William Barcroft Junior School DN357SU (264 pupils)
  22. 0.8 miles Havelock School DN328JL
  23. 0.8 miles Wintringham School DN320AZ
  24. 0.8 miles St Martin's Preparatory School DN345AA (123 pupils)

List of schools in Grimsby

School report

Welholme Primary School

Welholme Road, Grimsby, Lincolnshire, DN32 9JD

Inspection dates 23–24 October 2012
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Satisfactory 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
particularly weak.
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
and happy.
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.

Inspection team

Amraz Ali, Lead inspector Her Majesty’s Inspector
Paul Plumridge Additional Inspector
David Matthews Additional Inspector

Full report

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
    school meals.
  • 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
    other subjects.
  • 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.

Inspection judgements

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’
    reading skills.
  • 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
    been evaluated.
  • 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 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 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.

School details

Unique reference number 135679
Local authority North East Lincolnshire
Inspection number 402731

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 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
Email address reveal email: off…


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