Haggonfields Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel safe, happy and well cared for at this school. Most parents and carers speak highly of the school. Many appreciate how all staff go 'above and beyond' for pupils.

Following several years of instability, the school is now settled with committed and determined leadership.

Pupils respond well to increased expectations for their learning and behaviour. They have a secure understanding of what it means to follow the 'Haggonfields' Way'.

Pupils' positive behaviour contributes to the school's calm, orderly and purposeful atmosphere. Pupils play well together at social times. They show kindness and respect for one another.

The curriculum and broa...der opportunities for pupils increase their enjoyment of school. Older pupils learn independence on a residential visit to Whitby. Trips to venues such as the space centre enhance pupils' learning.

Pupils enjoy football, multi-skills and art clubs. In music lessons, they are inspired to develop talents playing djembe drums and the ukulele.

The school encourages pupils to aspire and be the best they can be.

An ambitious and well-considered curriculum has been developed to make this possible. Pupils are inspired to believe in themselves. However, the curriculum improvements are not fully embedded yet.

While pupils' achievement is improving, pupils are not yet able to excel in all they do.

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

Children start their education well in the early years. There is a sharp focus on developing their communication skills.

Staff model accurate pronunciation for children to practise. Children engage in purposeful activities that enable them to apply their learning. Stories and group reading further develop their use of language.

The school makes reading a priority and is instilling a love of reading in pupils. Considered selection of quality books broadens pupils' view of the world. Pupils enjoy being read to and choosing books from the library.

Pupils learn to read well through effective implementation of the phonics programme. The school ensures pupils receive the right support to catch up when needed.

The school has made significant improvements in mathematics.

A new mathematics curriculum has helped address historically low outcomes in statutory tests. Staff have received helpful training and are well supported to teach this effectively. Pupils enjoy mathematics and are developing a secure knowledge of the subject.

The school has worked hard to develop a full curriculum that enthuses pupils. Important knowledge is identified for every subject. Great care and consideration in curriculum design are helping ensure pupils build knowledge over time in the mixed-age classes.

It also supports teachers' delivery of the curriculum. The curriculum is often taught well. However, there are still some inconsistencies.

Additionally, pupils have not yet benefited from the strong curriculum over time. Their knowledge is mixed in depth and security. Their work is not consistently high quality.

Pupils are inhibited from producing high-quality written work due to insecurities in their knowledge of spelling, grammar and punctuation. The school has identified pupils' writing skills as an area for improvement. However, the school has not ensured that staff have the expertise to teach writing effectively and address gaps in pupils' knowledge.

Recent significant work is improving the provision for pupils with special educational needs and/or disabilities (SEND). There are better processes in place for identifying needs and securing support. Responding to increasing numbers of pupils with SEND and a greater complexity of needs, staff receive ongoing training to help them adapt the curriculum.

Adaptations are often effective, particularly in mathematics. However, this is not consistently the case.

There is a sharp focus on ensuring pupils attend school regularly.

Staff work closely with families to emphasise the importance of this and provide support where needed. As a result, pupils' attendance is improving. The school has also worked hard to increase expectations for pupils' behaviour.

Pupils try their best to follow the rules of 'be ready to learn, be respectful, and be responsible'. Pupils are supported well to regulate their emotions.

Pupils learn how to keep healthy and stay safe, including online.

They enjoy taking on roles such as school councillor, litter picker and mobile librarian. The personal development provision helps them learn how to be responsible citizens. Through well-considered assemblies, they have a growing understanding of cultural diversity and equality.

Working closely with the trust, the interim executive board of governors has remained committed to improving the school. Together, they provide effective challenge and support. Now that the school is in a stronger place, governance is transitioning to a local committee, encouraging greater engagement from the community.

Staff are proud to be part of the small but strong team. They are positive about the changes to improve the school and feel supported to develop their practice. At the same time, leaders are considerate of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The adaptations made for pupils with SEND are not consistently appropriate. Pupils with SEND do not increase their knowledge as well as they should.

The school should ensure that staff have the expertise and resources to adapt the curriculum effectively for these pupils. ? The school has not ensured that pupils' writing skills are developed well over time. Pupils' knowledge and application of spelling, grammar and punctuation is insecure.

This inhibits pupils from producing high-quality written work. The school should ensure that staff are supported to effectively teach the writing curriculum and address gaps in pupils' knowledge. ? Improvements in the curriculum for some subjects are relatively new and not fully embedded.

There is still some variability in how effectively the curriculum is delivered. Pupils have not been able to acquire a deep understanding of some subjects over time. The school should ensure that staff are supported in developing subject-specific expertise to enable them to implement the curriculum effectively.