|Name||Hackforth and Hornby Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 November 2010|
|Address||Hackforth, Bedale, North Yorkshire, DL8 1PE|
|Religious Character||Church of England|
|Number of Pupils||38 (42% boys 58% girls)|
|Number of Pupils per Teacher||13.6|
|Percentage Free School Meals||5.3%|
|Percentage English is Not First Language||0%|
Information about the school
Almost all of the pupils at this much smaller than average-sized school are White British. Children in the Early Years Foundation Stage are taught alongside pupils in Years 1 and 2. Pupils between Years 3 and 6 are also taught together. The proportion of pupils known to be eligible for a free school meal is below average, as is the proportion with special educational needs and/or disabilities. The proportion of pupils that leave or join the school other than in Reception is much higher than average. This is mainly because the school takes a number of pupils from the military garrison nearby. The school has been accredited with a number of awards which include the Inclusion Quality Mark, Activemark, and it has achieved Healthy School Status.
This is a good school. In this harmonious, friendly, safe, warm and welcoming setting, pupils show good attitudes to learning, behave exceptionally well and are consistently thoughtful. Older pupils are wonderful role models for the younger ones, continually encouraging one another to rise to the high expectations expected of them. Parents and carers are overwhelmingly supportive. One, typical of many, commented that their children ’get the best of everything at this amazing small school; pastoral care and educational opportunities alike’. Although the large majority of pupils make good progress, for children in the Early Years Foundation Stage, progress is satisfactory. This is because adults do not always make good use of the information they collect about children’s skills and knowledge to plan and provide activities or tailor their questions to match children’s varying learning needs. Similarly, these children are not always clear about what they are expected to learn. Nevertheless, from children’s varying starting points which are often below those expected, attainment is usually broadly average by Year 6, which reflects good progress. Although generally attainment is on a rising trend, it fluctuates widely from year to year. This reflects the extremely small numbers of pupils in each year group and the high numbers of pupils who join the school partway through their primary education. In English, although progress is good, attainment in writing lags behind that of reading, particularly the proportion of pupils reaching and exceeding the nationally expected levels by the end of Year 2. Between Years 3 and 6, this gap is narrowing. Efforts to boost attainment in writing, such as, by involving pupils to understand their learning targets and by extending opportunities for them to practise their skills through their work in other subjects are paying dividends. These good practices are not yet fully embedded in Years 1 and 2. The headteacher, staff and the governors work successfully together to drive forward improvement. Staff take on board many additional responsibilities willingly and enthusiastically in order to share the workload. This includes carefully and regularly reviewing the achievement of every pupil. Even so, information about their progress is not always used well to influence their monitoring activities, such as checking the quality of provision in the Early Years Foundation Stage. Nevertheless, there is an accurate, realistic and shared evaluation of the school’s effectiveness, which in turn ensures that appropriate improvement priorities are pinpointed. This, along with the positive impact of their efforts, which reflects in the trend of rising attainment evident, demonstrates that there is a good capacity to continue to improve.