|Name||Hambleton Primary Academy|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||12 June 2013|
|Address||Church Lane, Hambleton, Poulton-le-Fylde, Lancashire, FY6 9BZ|
|Religious Character||Does Not Apply|
|Number of Pupils||245 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.2|
|Academy Sponsor||Fylde Coast Academy Trust|
|Percentage Free School Meals||2.4%|
|Percentage English is Not First Language||0.4%|
Information about this school
The school is smaller than the average-sized primary school. There are more boys than girls. The proportion of pupils supported by school action is below average. The proportion supported by school action plus or with a statement of special educational needs is also below that usually seen. The proportion of pupils supported by the pupil premium (additional funding given to the school by the government for those pupils known to be eligible for free school meals, children from service families and those children who are looked after) is low. Most pupils are White British and there are very few from minority ethnic groups and who speak English as an additional language. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school is an active partner within the Fylde Coast Teaching School Alliance. A privately-run Nursery operates on the school site. The Nursery is subject to a separate inspection and receives a separate report, which is available on the Ofsted website. The school converted to become an academy on 3 February 2011. When its predecessor school, Hambleton Primary School, was last inspected by Ofsted, it was judged to be outstanding.
Summary of key findings for parents and pupils
This is an outstanding school. In all key stages and in all years, pupils’ achievement is consistently outstanding. Pupils make excellent progress in their studies across the school and reach high standards in reading, writing and mathematics by the time they leave. They read widely, write creatively, listen intently and speak confidently. In addition, their calculation skills are exceptional and their accurate use of decimals and fractions to solve mathematical problems belies their years. As a result of excellent support from the special educational needs coordinator and teaching assistants, disabled pupils and those with special educational needs make outstanding progress and also reach high standards. Similarly, vulnerable pupils and also those known to be eligible for free school meals are supported exceptionally well by the learning mentor. As a result, they do equally as well as other pupils in the school. The quality of teaching is outstanding in every area of the school. Teachers’ lesson planning is based closely on an accurate assessment of how well pupils are doing and classroom activities match pupils’ individual learning needs very closely indeed. Challenge is realistic and enables all pupils to reach the standards of which they capable. Pupils enjoy taking responsibility for their own progress and they thrive on the many opportunities they have, often using computers, to find things out for themselves. They enjoy the many opportunities they have to work as ‘talk partners’ and to help their classmates with their learning. Pupils are very proud indeed of their school, of their classmates and of the adults who work with them. In their words, ‘We feel safe here because the grown-ups look after us and help us when we have problems.’ Their behaviour in lessons and around the school is impeccable and older pupils look after their younger counterparts. Sport and music are important parts of school life and pupils also benefit from the many educational visits and visitors. Although not yet fully embedded, the creative curriculum comprises activities which not only interest pupils but also allows them to acquire a wide range of subject-specific skills. Leadership by example from the most talented headteacher and senior team has an excellent impact on all areas especially on teaching and achievement. It ensures that the school continues to improve and has the welfare, both personal and academic, of each individual pupil at its very heart. Governors have an outstanding awareness of the school’s performance and hold the leadership to account with the utmost rigour.