|Name||Hareside Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 December 2017|
|Address||Hareside, Cramlington, Northumberland, NE23 6BL|
|Religious Character||Does Not Apply|
|Number of Pupils||433 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.2|
|Percentage Free School Meals||18.3%|
|Percentage English is Not First Language||1.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The vast majority of pupils are of White British heritage and speak English as their first language. The proportion of pupils who are known to be eligible for support from the pupil premium and the proportion of pupils who have SEN and/or disabilities is in line with the national average. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in English and mathematics at the end of Year 6. The school’s part-time nursery operates in the morning and afternoon. Reception children attend on a full-time basis.
Summary of key findings for parents and pupils
This is a good school Under the inspirational and skilled leadership of the headteacher, an ethos of high expectations has been created. Leaders are now doggedly determined to eradicate anything that is second best. Leaders’ continuing ambition to eliminate underperformance and to provide the best teaching, outcomes and experiences for all pupils is translated into action, and this means the school is continuing to improve. Outcomes for pupils are good. Current pupils are making strong progress from their individual starting points. Children in the early years make a flying start to their learning. They make rapid progress to reach standards that are above average by the time they leave the Reception class. As a result of consistently good teaching and assessment, pupils learn quickly and are beginning to apply their skills across all subjects. Teachers are skilled at supporting pupils’ progress in learning. A wide range of new initiatives to further improve the quality of teaching, especially in reading, are being embedded. Teachers generally match work accurately to pupils’ abilities, but occasionally work can lack challenge, especially for the most able pupils. Leaders’ monitoring of the quality of provision in English and mathematics is rigorous and detailed. Subject leaders’ skills across the wider curriculum still require further development. Leaders’ effective use of the pupil premium funding has resulted in the difference between the progress and attainment of disadvantaged pupils and their peers diminishing, especially for current pupils. Only a small number of disadvantaged pupils are working at a greater depth of understanding. The well-planned and resourced curriculum ensures that pupils’ enthusiasm for learning is fired. The school’s assessment and tracking of pupils’ progress in subjects other than English and mathematics is not fully developed. The behaviour of pupils is good and is rooted in the respect and care they have for each other. Pupils are polite and friendly, and display good manners. There are very occasional lapses in behaviour in lessons when the pace of learning slows, and pupils produce less work. Pupils’ personal development and welfare, including their spiritual, moral, social and cultural development is outstanding. They work enthusiastically and many show fascination in their learning.