|Name||Hadnall CofE Primary and Nursery School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 July 2019|
|Address||Astley Lane, Hadnall, Shrewsbury, Shropshire, SY4 4BE|
|Religious Character||Church of England|
|Number of Pupils||84 (50% boys 50% girls)|
|Number of Pupils per Teacher||20.0|
|Percentage Free School Meals||10.7%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||14.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Hadnall CofE Primary is smaller than the average-sized primary school. Pupils are predominantly from a White British background. The proportion of disadvantaged pupils is below average. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils with SEND is below the national average. The proportion of pupils who have an education, health and care plan is above average. The school has a breakfast and after-school club. This provision is managed by the governing body. A section 48 inspection to evaluate the distinctiveness and effectiveness of Hadnall CofE Primary as a Church of England school took place on 16 November 2015.
Summary of key findings for parents and pupils
This is a good school The headteacher has an ambitious vision for the school and is determined to see it succeed. Leaders, staff and pupils share her views. Pupils are proud to attend Hadnall CofE Primary School and their good behaviour reflects this. Pupils’ attendance has risen and is now slightly above the national average. The quality of teaching is good. Teachers’ strong subject knowledge and their effective use of questioning ensure that learning is deepened for the majority of pupils. Pupils say, ‘We learn new things at our school every day.’ Across the school, the majority of current pupils are making good progress in reading, writing and mathematics. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) make good progress because they are well supported. Arrangements to keep all pupils safe are effective. Robust systems and procedures are in place. Pupils are well cared for, and a strong culture of safeguarding permeates the school. The governing body supports and challenges the school. Governors have a clear understanding of the improvements that have been made since the previous inspection. Governors monitor and question effectively. The vast majority of parents and carers are positive about all aspects of the school. They appreciate the welcoming atmosphere. Phonics teaching is strong across early years and key stage 1. Home reading books are matched correctly to pupils’ reading abilities. In key stage 2, too few pupils display a love of reading. In writing, pupils develop their spelling, punctuation and grammar skills successfully. However, they are not provided with sufficient opportunities to apply these skills in sustained pieces of writing. In mathematics, pupils are provided with opportunities to develop their fluency, reasoning and problem-solving skills. However, work set does not always challenge the most able pupils. Children in early years are well cared for. They get off to a good start in the Reception class. However, the outdoor learning environment does not promote learning as well as it could. Leaders have a clear rationale for the curriculum. It offers pupils a wide range of interesting and engaging learning experiences. However, the development of knowledge and skills in history and geography is inconsistent.