|Name||Hallam Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||17 September 2013|
|Address||Hallam Grange Crescent, Sheffield, South Yorkshire, S10 4BD|
|Religious Character||Does not apply|
|Number of Pupils||632 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.4|
|Academy Sponsor||Tapton School Academy Trust|
|Percentage Free School Meals||4.9%|
|Percentage English is Not First Language||12%|
|Pupils with SEN Support||8.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is larger than the average-sized primary school. The large majority of pupils are White British. A small minority come from ethnic minority groups, the largest being Korean. A few are at an early stage of learning English as an additional language. The proportion of pupils supported through school action is low. The proportion of pupils supported through school action plus or with a statement of special educational needs is broadly average. The proportion of pupils for whom the school receives additional funding through the pupil premium is low. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority. A third of staff has changed since the last inspection in September 2012. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Achievement is good. Children make rapid progress in the Early Years Foundation Stage from their starting points. Pupils make good progress to reach standards of attainment that are significantly above average by the end of Years 2 and 6. The majority of pupils work at a higher than expected level for their age in English and mathematics. Teaching is good across the school and a small proportion is outstanding. Lessons are well planned and interesting. Pupils behave well. They are keen to learn and enjoy all that school offers them. Pupils feel safe and know how to keep themselves safe from harm. Pupils say, ‘We have three homes, school, home and sports!’ This shows the key contribution that physical activity makes to their well-being. The school is better than it was at the last inspection because leaders and managers have focused on raising achievement. The leadership of teaching is a strength. As a result, teaching has improved considerably and is now consistently good. Senior leaders set a rapid pace for change. They are fully supported by the governors who play an active role in shaping school improvement. The school accurately evaluates what it does well and where it needs to improve further. It is not yet an outstanding school because : Teaching is not yet outstanding. Sometimes teachers miss opportunities to encourage pupils to think for themselves and work independently. Consultation and communication with parents is not as good as it should be. The school’s systems for dealing with concerns are not sufficiently rigorous. Information about school trips and clubs lacks detail and are last minute.