|Name||Hetton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 January 2015|
|Address||Moorsley Road, Hetton-le-Hole, Houghton le Spring, Tyne and Wear, DH5 9ND|
|Religious Character||Does not apply|
|Number of Pupils||137 (55% boys 45% girls)|
|Number of Pupils per Teacher||17.6|
|Percentage Free School Meals||41.6%|
|Percentage English is Not First Language||0.7%|
|Pupils with SEN Support||12.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is smaller than the average-sized primary school. The proportion of disabled pupils and those who have special educational needs is broadly average. The proportion of disadvantaged pupils for whom the pupil premium provides support is almost twice the national average. Pupil premium funding is provided to support pupils who are known to be eligible for free school meals and those who are looked after by the local authority. Almost all pupils are from a White British background. There are currently three mixed-age classes covering Year 2 to Year 6. Children in the Reception class attend school full time. The school meets the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school extends its services by providing a breakfast club each day. There have been some significant changes in staffing in recent months. A new deputy headteacher has been appointed and the literacy leader is new to her role. One middle leader is on secondment to another school and another is absent on maternity leave. Two new teachers have been appointed, with one currently in the Reception class on a temporary basis since 1 January 2015 and the other teacher in the Year 1 class. The school has been working in close collaboration with three neighbouring schools since 2011. These include Easington Lane Primary School, Gillas Lane Primary School and Hetton Lyons Primary School. A fourth school, Thorney Close Primary School, has also now joined the partnership.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress from their starting points. Standards are rising in Key Stage 1. There was also significant improvement in pupils’ attainment at the end of Key Stage 2 in 2014, particularly for disadvantaged pupils. As a result, pupils are well prepared for the next stage of their education. Children get a good first experience of school in the Reception class. This is because teaching is skilful in moving children on in their learning so they achieve well. The school keeps its pupils extremely safe. Bullying is rare because pupils know how to identify signs of bullying and are entirely confident that staff will promptly address any concerns. Pupils are highly aware of the dangers when using computer technology. Parents are supportive of the school and are pleased with the standard of education it provides. Pupils are well behaved, polite and get on well together. They have positive attitudes to learning. Pupils are well prepared for life in modern Britain. They show great respect and tolerance for those from backgrounds different to their own. Teaching is good across the school. Teachers use assessment carefully to target work to meet the needs of pupils. Leaders track pupils’ progress and promptly tackle any areas of underachievement. Marking effectively identifies what pupils need to do to improve. The headteacher, ably supported by other leaders, has taken successful steps to improve the quality of teaching and pupils’ achievement. Governors ask pertinent questions to check upon the work of the school and as a result, they know how well pupils are doing in their learning and what needs to be done to improve the quality of teaching. It is not yet an outstanding school because : Teachers’ questioning does not always probe pupils’ understanding enough to enable them to think more deeply about what they are learning. Children in the early years and Year 1 have not made as much progress in learning letters and sounds as they could. Pupils do not have enough opportunities to develop their reasoning and problem-solving skills in mathematics. The targets set for improvement in the school development plan are not specific or measurable enough to enable leaders and governors to more precisely challenge the work of the school.