Hackwood Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive and happy school where pupils succeed. Leaders have created an ethos that encourages and supports pupils to achieve their aspirations.

Pupils are happy and say that they feel safe at school. They know that staff care about them. Pupils know who to talk to if they have any worries.

Staff have high expectations of pupils' behaviour. Most pupils rise to the challenge and behave well. They play well together during social times.

Incidents of bullying are dealt with swiftly.

Pupils' wider development underpins all school activities. Pupils take the school pledges seriously.

For example, by being a fundraiser. They value their... leadership roles, including the school council and reading buddies. The reading ambassadors speak confidently about supporting with the school's planning for world book day.

Staff typically have high expectations of what pupils can achieve. The majority of pupils achieve well. However, some pupils do not gain the knowledge they should across the curriculum.

Most parents and carers have positive views of the school. They recognise that since the school opened as a brand-new school, it has had to grow and develop. One parent spoke for many when they described the school as, 'bringing the community together'.

What does the school do well and what does it need to do better?

The school's curriculum matches the requirements of the national curriculum. In most subjects, the curriculum makes clear the important knowledge that pupils should learn and when. The school has ensured that the curriculum helps pupils build their knowledge and skills from the early years to Year 6.

In most cases, it is well implemented, where this is not the case, pupils do not remember their learning as well.

Teachers have strong subject knowledge. They encourage pupils to discuss their learning and share their ideas.

In mathematics, the consistent approach to learning begins in the early years. Children in the Reception class focus well on their learning of number facts. They enjoy going outside to develop their understanding.

In many subjects, teachers carefully check what pupils have learned. They identify those pupils who need extra help and ensure that they get it. In some subjects, teachers do not ensure that learning activities focus sharply on the knowledge in the intended curriculum.

Pupils' learning is not secure when this happens. They cannot reliably recall what they have been taught.

Reading is prioritised to ensure that pupils develop a love of reading.

Staff are well trained to teach phonics. They demonstrate high levels of expertise. Children begin to learn phonics as soon as they start in Reception.

Staff regularly check on pupils' progress. They quickly identify those who need extra help. Staff encourage pupils to practise their reading at home.

They read to pupils regularly. Pupils read books that match the sounds that they know. They quickly gain the knowledge and skills they need to become confident, fluent readers.

Pupils with special educational needs and/or disabilities (SEND) learn well alongside their peers. Staff help pupils with SEND to overcome challenges. Staff break pupils' learning into small chunks when they need support.

Pupils' needs are swiftly identified. Clear plans are in place for those pupils who need individualised support. Specialists effectively support staff to develop their knowledge and expertise in meeting the needs of those who have SEND.

For example, when developing language and communication in the reception class.

Pupils know and understand the behaviour rules and expectations. In most classes, pupils behave well.

They demonstrate positive attitudes to their learning. High expectations and clear routines in the early years, lead to exemplary behaviour. Children in the early years are keen to learn.

Attendance is a priority for the school. The school has identified that some disadvantaged pupils and those who have SEND miss too many school days. They work effectively with families and make good use of external support.

The school is securing improvements in pupils' attendance. The number of pupils who are regularly absent from school is reducing. However, some pupils still miss too much of their education.

The school supports pupils' personal development well. Pupils know and understand the schools' values to 'Believe, Achieve and Succeed'. They understand the importance of respect.

Pupils benefit from a wide range of enrichment activities, including sports such as handball and golf. They speak enthusiastically about trips and visits. Pupils learn about democracy.

However, they do not have a deep understanding of other fundamental British values or the protected characteristics. As a result, they are not as well prepared for some aspects of life in modern Britain as they could be. Or the protected characteristics.

Trust leaders know the school very well. The partnership between the multi-academy trust and the school is strong. The trust provides timely and effective support to the school when needed.

Staff are positive about being part of a supportive team. They appreciate the efforts that leaders make to help them manage their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Too many pupils, including disadvantaged pupils and those who have SEND, are regularly absent. These pupils miss too much of their education. The school needs to continue to develop the work with children and their families to ensure that all pupils attend school regularly.

• In some foundation subjects, learning activities are not focused sharply enough on the key knowledge that pupils should learn. This leads to some pupils not securely learning knowledge in all of the subjects they study. The school should ensure that the curriculum is successfully implemented in all subjects so that pupils can build their knowledge over time and remember what they have learned.

• Pupils do not have a depth of knowledge of the protected characteristics or fundamental British values. Consequently, they are not as prepared as they should be for some aspects of life in modern Britain. The school needs to ensure that the curriculum supports pupils to develop an understanding of equality and British values.