Halterworth Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are excited to attend this school each day.

They are encouraged to be curious and creative, expressing their learning in different ways. Pupils know that their teachers expect a lot from them and they are keen to rise to this challenge. They achieve especially well in core subjects and those which are prioritised in the school's curriculum.

Pupils work hard in lessons, and learning is rarely disrupted by poor behaviour. The well-being of pupils is a top priority at this school. Pupils feel safe and well supported.

They appreciate opportunities to talk with adults in school if they need to, sometimes while walking the school dog, Paddy.

The sch...ool provides a huge range of opportunities for pupils to develop their talents and interests. These range from football and forest school to choir, dance and drama.

Through their 'three pledges' they aim for every pupil to have the chance to learn an instrument, perform on stage and represent the school in a sports team.

Parents and carers are very positive about the school. In responding to our survey, one parent told us, 'Halterworth is a fantastic school and my children are thriving there.

Their individual talents are nurtured and celebrated.'

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

Pupils learn very well in the vast majority of subjects. This is because the curriuclum has been designed and sequenced coherently so that pupils develop their understanding over time.

Pupils are excited by opportunities to apply their learning when solving challenging problems or producing creative outcomes. In designing the curriculum, leaders have thought carefully about what pupils learn in the early years so that pupils develop a strong foundation of skills and knowledge to build on over time.

Teachers check for understanding at every stage and adapt what they are teaching to correct pupils' misconceptions or build on what they already know.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly. Teachers consider pupils' needs and design lessons to make sure that all can achieve and succeed.

Pupils learn to read well here because the curriuclum is very well planned and delivered.

Those who struggle with reading are helped to keep up with their peers. Pupils talk enthusiastically about the books they are reading and their favourite authors. This work begins straight away when children join Reception.

In a small number of foundation subjects, the curriculum is not fully developed. The planning and delivery of these subjects lacks the rigour and coherence evident in other areas. This makes it challenging for pupils to develop their skills and knowledge in these subjects in the same depth.

Wherever possible, the school aims to create links between what pupils learn in the classroom and the wider world. Pupils benefit from opportunities to deepen and enrich their learning through educational visits. They also enjoy learning outdoors in their forest school, whether this is making Stone Age tools in history or applying their scientific knowledge to the study of plants and trees.

Pupils look forward to participating in residential trips, where they take part in adventurous outdoor activities. Extra-curricular opportunities also provide pupils with opportunities to celebrate their talents by taking part in competitions or performing on stage.

There is variability in the effectiveness of the school's personal, social, health and economic (PSHE) education.

Pupils are taught about a wide range of topics, including relationships, diversity and staying safe online. However, some pupils find it difficult to recall their learning in this subject in very much detail. They sometimes struggle to understand how their learning applies to their everyday lives and relationships with others.

The school has recently refreshed its values of curiosity, innovation, excellence and respect. Pupils are developing their understanding of these values quickly and learning what they look like in practice.

Pupils behave well at this school.

Staff are quick to resolve any unkindness between pupils. Behaviour in lessons is focused and productive. Teachers address any low-level disruption effectively.

Strong routines for learning are developed from the beginning of early years, where pupils learn to work well with each other.

Trustees, governors and leaders have an ambitious vision for this school and what it should provide for all pupils. They have an accurate and realistic understanding of the quality of education provided here, and those areas which they intend to develop further.

When making changes and improvements, leaders are considerate of teachers' workload. They understand the importance of training and development, which helps to ensure that all staff feel valued as part of one team.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The planning and delivery of the curriculum in a small number of foundation subjects are in need of further development. Where this is the case, pupils do not make as much progress as they could. Leaders should continue with their work to set out precisely what they want pupils to know and remember in these subjects.

• There is variability in the effectiveness of the school's PSHE curriculum. Some pupils struggle to remember what they have learned in this subject and apply it to their everyday lives, including the way they interact with each other. Leaders should review and improve the delivery of this subject to ensure that pupils remember their learning with greater confidence.

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