The Grange Primary School

The Grange Primary School is a larger-than-average primary in a deprived area with a high proportion of pupils eligible for free school meals. This was a full inspection after significant leadership change: an interim executive board had replaced the governing body following a warning notice, a new governing body took over in April 2026, and the substantive headteacher and chair of governors changed. Safeguarding standards are met, and inspectors found a calm, caring school where pupils feel safe and most behave well. Most areas of the school’s work are secure. Leaders have built a broad, well-sequenced curriculum, phonics is taught consistently well, and early years provision is strong and well resourced. Inclusion is a notable strength: pupils with SEND and other barriers are identified quickly and supported well, including through the recently created ‘discovery den’. Leadership, governance and personal development are also generally effective, with a wide enrichment offer and improved pastoral care. The main concerns are achievement and attendance. Key stage 2 pupils have gaps in basic knowledge and skills, and published outcomes are below national averages, including for disadvantaged pupils, so achievement is not yet high enough. Attendance remains too low and persistent absence is well above average, which is affecting some pupils’ learning. Some pupils and parents are also dissatisfied with the extra-curricular offer. Leaders recognise these issues and have begun effective action, but further work is needed to secure rapid, sustained improvement for all pupils.

Strengths

• Broad, balanced and well-sequenced curriculum adapted to pupils’ needs
• Consistent phonics teaching that helps younger pupils become confident readers
• Strong early years provision with well-resourced classrooms and outdoor areas
• Effective inclusion and SEND support, including personalised plans and the ‘discovery den’
• Leaders know pupils well and act in their best interests
• Supportive staff community with ongoing professional training
• Well-planned personal development curriculum reflecting the school context
• Wide enrichment and pastoral support, with adaptations to include all pupils
• Clear behaviour routines and positive relationships; bullying is rare
• Governors understand their duties and the school’s priorities
• Safeguarding standards are met

Areas for Improvement

• Key stage 2 pupils have gaps in basic knowledge and skills
• Achievement is not high enough overall, particularly in key stage 2
• Published outcomes in reading, writing and mathematics are below national averages
• Disadvantaged pupils’ attainment remains below national averages
• Attendance remains too low and persistent absence is well above average
• Frequent and intermittent absences are harming some pupils’ achievement
• Attendance improvements are at an early stage and not yet effective for all pupils
• Some pupils and parents are dissatisfied with the extra-curricular offer
• Further improvement is needed to secure rapid and sustained achievement for all pupils

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 The Grange Primary School attended 91.4% of sessions (the national figure for primary schools was 94.8%). 30.0% 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, 2.1% of pupils at The Grange 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 The Grange Primary School had 20.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 11.1% 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, 19.2% of pupils at The Grange Primary School were on SEN support (nationally 15.4%) and 2.8% 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 The Grange Primary School received £8,029 and spent £7,796 for each of its 350 pupils. It ended the year with reserves of £313,000 (£895 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 Scunthorpe · North Lincolnshire local authority: places and applications

What is The Grange Primary School's Ofsted rating?

The latest Ofsted rating for The Grange Primary School is Needs attention, from an inspection in September 2026.

When was The Grange Primary School last inspected by Ofsted?

The Grange Primary School was last inspected in September 2026.

How many pupils does The Grange Primary School have?

The Grange Primary School has 359 pupils on roll.

What age range does The Grange Primary School cover?

The Grange Primary School for pupils aged 3 to 11.

What are The Grange Primary School's SATs (KS2) results?

In 2025, 49% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is The Grange Primary School?

The Grange Primary School is at Cornwall Rd, Ashby, Scunthorpe, North Lincolnshire, DN16 3AW.