Halebank CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this warm and welcoming school. There are strong relationships between pupils and staff, which reflect the school's values.

Pupils are kind and polite. They behave well during lessons and at playtimes. They follow school routines consistently.

The school has high expectations of pupils' achievement, including those with special educational needs and/or disabilities (SEND). This is evident in the school's revised broad and ambitious curriculum. Pupils try their best, and most pupils achieve well.

Pupils benefit from a wide range of trips and clubs that help to develop their individual talents and interests. For example, pupils spoke excited...ly about residential trips and local visits to museums, which enrich their learning and raise their aspirations.

Pupils learn how to develop healthy relationships, including when online.

They are taught about the differences between people and the importance of respect. However, their understanding of fundamental British values and equality and diversity are less secure. Pupils are proud of their various roles and responsibilities.

These include representing their classmates on the school council and acting as ambassadors for each of the school subjects. Older pupils have continued to run a pupil-initiated kindness cupboard, offering donated food and uniform to families.

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

The school has worked effectively to address the issues raised at the last inspection, particularly to secure important improvements to the quality of its curriculum.

This has had a positive impact on improving attainment for most pupils. The legacy of a weaker curriculum in the past and the negative impact of the COVID-19 pandemic have had an effect on pupils' attainment at the end of key stage 2. This means that some older pupils continue to have gaps in their knowledge.

Staff have engaged with training to improve how they implement the curriculum. This has had a positive impact. For example, staff check pupils' understanding routinely and deal with any misconceptions effectively.

However, more work is needed to address gaps in older pupils' knowledge.

The school's recently implemented curriculum meets the learning needs of pupils well. The school has identified the knowledge that pupils should acquire in well-ordered steps.

Staff have been suitably trained, and they use their strong subject knowledge to make sure that pupils learn the content of the curriculum. In most subjects, pupils progress well through the curriculum and achieve well. However, in a few subjects, the essential knowledge that should be taught has only recently been defined.

Staff are not fully clear about the key information that pupils should know and remember.

The school prioritises reading. In the early years, children have opportunities to listen to stories and rhymes that develop their vocabulary.

Staff deliver the well-ordered phonics programme effectively. They make sure that children in the early years, and pupils in key stage 1, read from books that include the sounds that they have already learned.Teachers are swift to spot any pupils who are not keeping up with the programme and help them to catch up quickly.

Older pupils develop effective reading habits. They read confidently with both fluency and expression.

The school has worked effectively to better identify the additional needs of pupils with SEND at the earliest possible opportunity.

Staff check carefully that appropriate support is in place for these pupils as they move through the school. As a result, pupils with SEND participate in all aspects of school life.

Pupils' conduct contributes towards the school's purposeful learning environment.

Children in the early years settle into school life quickly. Pupils have positive attitudes to their work. The school works successfully with families to promote attendance and punctuality.

As a result, higher proportions of pupils attend school regularly and on time.

The school supports pupils' wider development and welfare very well. Pupils benefit from the strong support that the school provides for their social and emotional needs.

The school has developed a strong pastoral support offer. It provides pupils and their families with first-hand practical support or signposts them to additional help and guidance.

Governors perform their roles well.

They have developed a sharp focus on supporting and challenging the school to improve the quality of education that pupils receive. Staff enjoy working at the school. They are proud of the strong culture of teamwork that exists in the school.

They are supported to fulfil their roles effectively. For example, the school considers staff's workload when new initiatives are introduced.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some older pupils have gaps in their learning due to a weak curriculum in the past. This makes it difficult for them to build on their learning with ease. The school should ensure that teachers address the remaining gaps in these pupils' knowledge so that they can benefit fully from the new curriculum.

• In a few subjects, the important knowledge that pupils should learn has only recently been identified. This means that, on occasion, teachers find it more difficult to check that pupils have gained a secure understanding of subject content before new learning is introduced. The school should ensure that staff are clear about the knowledge that pupils should be learning and the order in which it should be taught.

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