Pollington-Balne Church of England Primary School

Pollington-Balne Church of England Primary School is a small, below-average-sized primary in a federation. Following its full inspection in June 2026, the school is judged to be performing at the Expected standard overall, with safeguarding standards met. Pupils enjoy school, feel safe, and behave well. Attendance is above the national average, early years provision is strong, and personal development is well structured. However, the school faces significant challenges in achievement, teaching quality, inclusion, and leadership oversight. Leaders have established a positive culture where pupils are polite and respectful, and bullying is rare. The early years curriculum is ambitious, with effective transition and a strong focus on oracy and phonics. Pupils benefit from a wide range of extra-curricular activities and strong pastoral support. Nevertheless, some pupils, particularly those with SEND and disadvantaged pupils, do not achieve as well as they should. Tasks are not consistently adapted to meet their needs, and gaps in writing knowledge are not addressed quickly enough. Teaching quality varies, and systems for identifying and supporting SEND are not yet embedded, leading to delays in support. The school has managed recent operational challenges, including building work and staffing changes. While leaders have identified the right priorities, improvement actions have not been implemented with sufficient speed or rigour. Disadvantaged pupils' performance is well below national averages, and governance oversight of the curriculum, especially basic writing skills, requires strengthening. The local authority and diocese provide support, and staff feel well supported. Moving forward, leaders must ensure that SEND needs are identified quickly, staff receive training to adapt the curriculum, and gaps in pupils' learning are addressed promptly so that all pupils make secure progress.

Strengths

• Attendance is above the national average and well managed, with improving attendance for pupils with SEND and disadvantaged pupils.
• Pupils are polite, well mannered, and behave positively in lessons and during social times.
• Bullying is rare and pupils are confident that staff deal with any concerns quickly and effectively.
• The early years curriculum is ambitious and well sequenced, with effective transition and a strong focus on oracy and phonics.
• Children in early years develop independence and self-care skills, and engage well with staff and peers.
• Personal development is well structured, covering equality, diversity, British values, online safety, and healthy relationships.
• A wide range of extra-curricular activities, visits, and leadership opportunities develop pupils' talents and interests.
• Pastoral support and interventions for emotional and mental health needs are well established and effective.
• Phonics is taught consistently well, and pupils use their phonic knowledge to read unfamiliar words successfully.
• The curriculum is generally well designed with clear progression, and high-quality texts are used to stimulate writing.
• Staff are proud to work at the school, feel supported with workload and wellbeing, and value professional learning.
• Safeguarding standards are met, with an open culture of safeguarding.
• Leaders work effectively with external agencies and specialists to support pupils with SEND.
• Governors have a clear understanding of the school's context and work closely with leaders, the local authority, and diocese.

Areas for Improvement

• Some pupils, including those with SEND and disadvantaged pupils, do not achieve as well as they should.
• Tasks and activities are not consistently matched to pupils' needs or abilities, hindering engagement and access to learning.
• Gaps in pupils' technical writing knowledge, including pencil grip, letter formation, and basic punctuation, are not addressed quickly enough.
• There are inconsistencies in teaching quality, with some teachers not adapting the curriculum well for lower-attaining pupils or those with SEND.
• Systems for identifying and supporting SEND, disadvantaged pupils, and those known to social care are not embedded.
• Individual support plans do not always identify precise needs, and reviews are inconsistent, delaying appropriate help.
• Leaders' oversight of curriculum teaching, particularly basic writing skills, is not secure.
• Leaders have not responded quickly enough to bring about improvement since the last inspection.
• Actions to bring about improvement have not been implemented with rigour.
• Disadvantaged pupils' performance is well below national averages across reading, writing, and mathematics, with large gaps.
• Some pupils struggle to record their learning due to writing gaps or tasks not being appropriately adapted.
• Parents and carers hold mixed views about the school.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Pollington-Balne Church of England Primary School attended 96.0% of sessions (the national figure for primary schools was 94.8%). 8.3% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.6% of pupils at Pollington-Balne Church of England Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Pollington-Balne Church of England Primary School had 15.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 13.8% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 19.0% of pupils at Pollington-Balne Church of England Primary School were on SEN support (nationally 15.4%) and 1.6% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Pollington-Balne Church of England Primary School received £6,810 and spent £7,090 for each of its 126 pupils. It ended the year with a deficit of £25,000 (-£196 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Goole · East Riding of Yorkshire local authority: places and applications

What is Pollington-Balne Church of England Primary School's Ofsted rating?

The latest Ofsted rating for Pollington-Balne Church of England Primary School is Needs attention, from an inspection in September 2026.

When was Pollington-Balne Church of England Primary School last inspected by Ofsted?

Pollington-Balne Church of England Primary School was last inspected in September 2026.

How many pupils does Pollington-Balne Church of England Primary School have?

Pollington-Balne Church of England Primary School has 126 pupils on roll.

What age range does Pollington-Balne Church of England Primary School cover?

Pollington-Balne Church of England Primary School for pupils aged 4 to 11.

What are Pollington-Balne Church of England Primary School's SATs (KS2) results?

In 2025, 50% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Pollington-Balne Church of England Primary School?

Pollington-Balne Church of England Primary School is at Balne Moor Road, Pollington, Goole, DN14 0DZ.