Halley House School


Name Halley House School
Website http://www.halleyhouseschool.org.uk
Ofsted Inspection Rating Good
Inspection Date 10 July 2018
Address Arcola Street, Hackney, London, E8 2DJ
Phone Number 02075040548
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 105 (46% boys 54% girls)
Number of Pupils per Teacher 15.9
Academy Sponsor Bellevue Place Education Trust
Percentage Free School Meals 22.9%
Percentage English is Not First Language 21%

Information about this school

This is the first inspection since the school opened in 2015. The school is currently a smaller than average-sized primary school. The proportion of pupils from ethnic minority groups is above average. An average proportion of pupils speak English as an additional language. The proportion of pupils supported by the pupil premium grant is in line with that found nationally. The proportion of those who have SEN and/or disabilities is slightly above schools nationally. There are two Year 1 classes and one Year 2 class. In the early years, there are two Reception classes. The school runs a breakfast club and after-school care provision. The school runs a range of after-school activities.

Summary of key findings for parents and pupils

This is a good school The headteacher, with effective support from leaders and those responsible for governance, has provided clear and determined leadership. Leaders know the school well, and areas for improvement are accurately identified. Good teaching is characterised by effective questioning that encourages pupils to think about their learning and supports their good progress. The rich curriculum is a strength of the school and is enhanced by specialist teachers and educational visits. Children in the early years achieve well. A variety of learning experiences engage children. Consequently, children make strong progress. Many pupils are keen to succeed, and they demonstrate positive attitudes to learning. The majority of pupils behave well. However, there are inconsistencies in the management of behaviour and, occasionally, lessons are interrupted by poor behaviour. Parents are overwhelmingly positive about the school. They value the emphasis on outdoor learning. Leaders work relentlessly to engage with pupils and their families to promote good attendance. As a result, attendance has improved significantly and the number of pupils who are persistently absent from school has reduced. Outcomes are positive at the end of key stage 1. Pupils achieve particularly well in phonics, where an above-average proportion of pupils met the expected standard in the Year 1 national phonics check. Pupils are now making stronger progress in writing, reflecting the new strategies implemented by the school. Even so, pupils’ outcomes in writing remain below those in reading and mathematics. Teachers’ use of assessment is inconsistent and this affects pupils’ progress. In particular, the most able pupils do not excel in writing.