|Name||Haynes Lower School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||09 November 2010|
|Address||Foresters Close, Haynes, Bedford, Bedfordshire, MK45 3PR|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Local Authority||Central Bedfordshire|
|Percentage Free School Meals||5.5%|
|Pupils with SEN Support||15.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Haynes Lower is smaller than most other primary schools. Almost all pupils are of White British heritage. The percentage of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is broadly average. These pupils’ needs cover a wide range, including moderate learning difficulties and behavioural, emotional and social needs. Children start the school in the Early Years Foundation Stage Reception class. All pupils in the school were on a school trip during the second day of the inspection. The school has achieved the Activemark award. There is additional care provision on the school site. This is not managed by the governors and was not included in this inspection.
This is an outstanding school. Staff, pupils, parents and carers are rightly proud of their school and the education it provides. It successfully nurtures an ethos of self-esteem and respect for others, which are central to the school’s harmonious learning community. The outstanding care, guidance and support give a very secure foundation for the school’s work. Consequently, pupils have outstanding attitudes to school and relish opportunities to take on additional responsibilities. This picture is reflected in the questionnaires completed by pupils where they indicated that they really enjoy school. Pupils work exceptionally well in pairs and independently. These very strong features have a positive influence on pupils’ good, and sometimes outstanding, progress, their above-average attainment and their excellent personal development. Parents and carers are overwhelmingly supportive of the school. One parent’s comment sums up the views of others: ’My child has thrived since joining the school last year. She loves coming to school and we are happy with her academic progress and how confident she has become.’ With close support from extremely well-informed governors and committed staff, the headteacher has developed a school that is dedicated to gaining the best provision and outcomes for pupils and their families. School leaders have a very accurate understanding of where the school is now and of the improvements needed. These strengths provide a springboard for learning and show that the school is extremely well placed to move forward. As a consequence, the school’s capacity for sustained improvement is excellent. Subjects are typically linked in innovative ways. Pupils’ interests are captured by memorable ’stunning starts’ which whet the pupils’ appetites for learning. Good, and sometimes outstanding, teaching along with pupils’ eagerness to become fully involved, results in good progress. Pupils benefit from well-paced lessons where they enjoy using their own ideas and working together. Typically, activities are well matched to pupils’ prior attainment. On occasion, however, information from assessment is not always used well to plan activities that are matched to pupils’ differing needs and ensure challenge. Occasionally, during lessons, activities are not reviewed and altered sufficiently quickly to ensure that the tempo of learning remains brisk. Intervention work, including closely-tailored support for individual pupils, successfully makes up for lost ground in learning for those with special educational needs and/or disabilities. Consequently, work in lessons reflects the above average attainment levels seen in the school’s assessments for pupils in Years 2 and 4. The excellent curriculum is much enhanced by very popular clubs and after-school activities; these provide pupils with many opportunities to develop interests and stimulate their creative and performance skills.