|Name||Hanslope Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||14 January 2016|
|Address||Long Street Road, Hanslope, Milton Keynes, Buckinghamshire, MK19 7BL|
|Religious Character||Does Not Apply|
|Number of Pupils||236 (50% boys 50% girls)|
|Number of Pupils per Teacher||20.0|
|Percentage Free School Meals||3.8%|
|Percentage English is Not First Language||5.9%|
Information about this school
Hanslope is an average-sized primary school. A very small minority of pupils are known to be disadvantaged and eligible for the pupil premium (additional government funding for pupils eligible for free school meals or who are looked after by the local authority). Most pupils are White British. Very few pupils are from minority ethnic groups and almost no pupils have English as an additional language. The proportion of pupils who are disabled or have special educational needs is below the national average. Children in the Reception class attend school full time. A new headteacher joined the school in January 2016. The previous headteacher left in July 2015. The deputy headteacher provided interim leadership in the intervening term.
Summary of key findings for parents and pupils
This is an outstanding school Almost all pupils reach the expected standards in reading, writing and mathematics at the end of Key Stage 1 and Key Stage 2. Pupils leave the school highly prepared for the next stage in their education. Governors, leaders and staff work very well together to build on successes and drive further improvements in the school. Consequently, pupils of all ages make strong progress. The new headteacher and deputy headteacher are committed to sustaining the school’s strengths and making judicious changes for the better. The deputy headteacher has ensured that teaching and learning has continued to thrive after the previous headteacher left. Middle leaders are an asset to the school. Progress is consistently strong across all subjects because : they make incisive changes to the curriculum that improve learning. Teachers use assessment very well to match learning to pupils’ needs. Teachers know their pupils well and have high expectations of what they can achieve. Teaching assistants provide excellent support to pupils. They work very effectively with pupils to facilitate learning and help them to overcome difficulties. Reading is systematically taught through the school. Pupils read very well and almost all pupils met the expected standard in the phonics check last year. Governors have significant expertise. The governing body is ambitious and robustly holds senior leaders to account. The meticulously planned curriculum is immersive, engaging and inspiring. Exciting topics and a broad range of literature help to capture pupils’ interest. Pupils are happy, self-assured and confident learners. From the start, adults build strong relationships with children and encourage them to succeed. Pupils’ attitudes to learning are exemplary. Around the school they demonstrate a high standard of behaviour. They rightly take pride in all they do. Children leave the Reception class well prepared for Year 1. Most reached a good level of development last year. All children achieved the expected level in personal, social and emotional development. Parents value the school as a caring community. However, a small minority do not feel that they receive helpful information about their child’s progress.