Henbury View First School

Highlights from Latest Inspection

What is it like to attend this school?

The child is at the heart of this inclusive school. The mantra that 'every child matters, every moment counts' shines through.

Pupils flourish at this school and are proud to be part of it. The school creates an atmosphere built on mutual respect and trust. Staff have high expectations of all pupils and as a result, pupils achieve well.

Pupils' behaviour is exemplary. Children fully understand the school's values of 'belong, believe, behave' from the moment they start in the Reception Year. Pupils support and care for each other during their learning and social times.

They are courteous to adults and each other. Pupils work and play together happily. They kno...w that the school will not accept bullying or unkindness.

On the rare occasions there are squabbles, these are resolved quickly.

Pupils delight in the opportunity to take on positions of leadership and responsibility, such as eco warriors and the school council. They undertake these roles with pride.

Pupils know that their voice is heard, and their views and ideas listened to. This develops a strong sense of identity and community. From the very beginning, pupils learn what it means to be active and responsible citizens.

What does the school do well and what does it need to do better?

The school provides pupils with an ambitious curriculum. It is carefully planned and identifies the essential knowledge and skills pupils need to know and remember. Pupils are eager to learn and show positive attitudes to their work.

As a result, published outcomes in reading, writing and mathematics are high. However, the school is aware that pupils' writing is not as well developed across the curriculum. As a result, pupils do not demonstrate through their written work the depth of subject knowledge they have learned.

Pupils with special educational needs and/or disabilities (SEND) are at the centre of teaching plans. Barriers to learning are identified with accuracy. Adaptations are made to ensure pupils are supported throughout the curriculum.

This ensures that pupils with SEND follow the same curriculum as their friends and achieve well.

The school is ambitious that every pupil will become a fluent reader. Children begin their reading journey from the moment they start school.

School staff are highly skilled in the teaching of reading. They are quick to identify any pupil who is falling behind and provide support to help them catch up quickly. Children benefit from highly effective phonics teaching starting in the early years.

As a result, pupils go on to achieve well in their phonics screening check. Books are carefully chosen to ensure they precisely match pupils' phonic knowledge. Pupils hear stories daily.

Adults bring the characters in stories alive. Pupils relish these times and are eager to take part. This promotes an early love of reading.

Pupils' personal development is outstanding and is fundamental to the school's work.There are strong community links. The school works closely with the church, local library and a care home.

These links give pupils a sense of belonging within their community. Pupils also support the local food bank and other charities. This helps increase their understanding of what it means to be responsible citizens who contribute positively to society.

The curriculum for personal, social and health education is planned with care. Pupils build knowledge and understand the importance of leading healthy, safe and active lives. They show a deep understanding and respect for different cultures, faiths, types of families and relationships.

Enrichment opportunities are extensive and are carefully woven into the curriculum. These are open to all pupils, well attended and include sports, art and music. Older pupils enjoy their residential trip to Corfe Castle.

These experiences enhance pupils' understanding of the wider world.

The school works effectively with parents to promote good attendance. They provide support and guidance where needed.

The school does not hesitate to take decisive action when attendance does not meet its high expectations. As a result, pupils attend well.

Parents are extremely positive about the work of the school.

They comment on how the school helps them feel supported and included in their child's learning journey. They are confident that their children receive a high level of care and a good education.

Over time, governors had not held school leaders accountable.

As a result, the improvements needed in the school slowed. The new local governing body, ably supported by the trust, is working to ensure systems are in place to provide an effective level of challenge to school leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils' writing is not well developed across the curriculum. As a result, they do not demonstrate the depth of subject knowledge they have learned through their written work. The school must ensure that pupils develop their writing across all areas of the curriculum.

• Over time, governors had not held school leaders accountable. As a result, during this time the improvements needed in the school slowed. The new local governing body and trust must ensure that systems are in place to provide an effective level of challenge to school leaders.

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