Halstow Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Halstow Primary School is a warm and welcoming place. A strong sense of community means that everyone is included and is expected to achieve. Pupils are safe, happy and enjoy learning.

They demonstrate resilience, determination, and confidence. These values underpin the curriculum and every aspect of school life.

Behaviour is excellent.

Pupils show respect for and look after one another. This is because leaders model the importance of good relationships. Pupils said bullying is rare.

If it does happen, adults deal with it quickly, and support both victim and perpetrator.

Leaders and staff go above and beyond to provide pupils with exciting e...xperiences. For example, pupils have tuned in to the live birth of a lamb and many are participating in the 'Young Voices' concert.

Everyone is looking forward to the full return of clubs following the COVID-19 (coronavirus) pandemic.

Parents and carers are overwhelmingly positive about the school. They are particularly grateful for the support provided by leaders during the national lockdowns.

As one parent put it, 'This is a school where children come first, and their mental and physical well-being is prioritised.' Pupils demonstrate a strength of character that is quite extraordinary.

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

Leaders have carefully designed the curriculum.

Plans are ambitious and cover a broad range of subjects. The curriculum develops key concepts over time. For example, in history, pupils learn about 'civilisation' across a number of year groups.

A love of reading is promoted throughout the school. This is evident in the well-resourced book corners and engaging displays in classrooms. Pupils in Reception Year benefit from a strong start to reading.

They learn phonics straight away. Pupils with special educational needs and/or disabilities (SEND) are supported to access the same learning as their peers. Staff have received training to deliver the new phonics programme.

However, in Year 3 and upwards, pupils who need to catch up on reading are not receiving sharply focused support to build up their reading fluency.

In mathematics, pupils draw on methods used in previous lessons to secure new knowledge. For example, pupils learn to order positive numbers before ordering negative ones.

Teachers have strong subject knowledge and high expectations of pupils. In the Reception Year, where pupils only started school recently, most were using numbers up to five confidently.

The history curriculum is well established.

It is sequenced effectively and focuses on a rich knowledge base. Pupils are continuing to develop their understanding of historical enquiry. The science curriculum is also well sequenced.

Key scientific knowledge and vocabulary is taught explicitly. Nonetheless, some teaching does not give emphasis to checking pupils' previous knowledge, and how this will support pupils' learning in subsequent lessons.

Pupils, including those with SEND, have access to a wide range of rich activities beyond the curriculum.

Activities are coherently planned to underpin the main school curriculum and widen pupils' experiences. For example, pupils have worked with an archaeologist to support their understanding of Roman Britain.

Working relationships between staff and pupils are strong.

The main curriculum is adapted successfully so that all pupils can access it and learn well. For example, in phonics, adaptations are made by adding actions to the sounds. Support for all pupils, including those with SEND, is effective.

Pupils are highly motivated and have positive attitudes. They show respect for each other, listening to differing opinions without shouting out or getting annoyed. Learning is rarely disrupted.

Pupils are mature in their approach to working with peers.

British values are promoted well through the curriculum, assemblies, and discussions. Pupils know about Britain's parliamentary system and legal ages for voting.

They can also express how democracy was in action across the school, even for the youngest year groups.

Pupils have an excellent understanding about difference. They can explain accurately how diversity, equality and equity are promoted.

Whole-school events, such as 'show racism the red card' day, are used well to promote inclusivity and zero tolerance towards abuse.

The trustee board and local governing body provide good support and challenge to school leaders. At trust level, the educational expertise is there to hold leaders to account about the quality of education.

Minutes from local governing body meetings show how governors question leaders. Staff workload and well-being is often asked about to check that it remains high priority.

Safeguarding

The arrangements for safeguarding are effective.

The school has robust systems in place to monitor concerns. These systems also ensure that recruitment is managed safely.

All staff are trained to identify pupils who may be at risk from harm.

They know who to speak to and how to get help. They also know what to do if they are concerned about the behaviour of other adults.

Pupils are very aware of the dangers they might face.

For example, older pupils understand what 'grooming' is and the signs to look out for.When needed, leaders secure support from a range of external agencies, including early help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Subjects are planned and taught around a rich knowledge base.

However, in a few instances, subjects such as science do not allow sufficient time for pupils to deepen their understanding through the practise of key concepts. This means that pupils find it harder to remember key information over time. Leaders need to ensure that sufficient opportunities are provided for pupils to recall and rehearse the important knowledge set out in curriculum plans.

• Some pupils in Year 3 do not read regularly enough using books matching the sounds and vocabulary they know. This means they are not catching up as quickly as they could. Leaders should ensure that these pupils receive the support and practice they need to develop their reading fluency.

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