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Pupils behave exceptionally well at Hambrook Primary School. They show exemplary attitudes to their learning.
The school has high expectations of pupils' behaviour. Pupils trust adults to listen to them and support them if they are worried about anything.
Hambrook is an inclusive and welcoming school.
The caring relationships in the school mean that pupils feel safe and happy. Pupils respond to each other with kindness and respect. They understand the importance of looking after each other and being kind as a part of the 'Hambrook family'.
The school's vision runs through the curriculum, which is ambitious and is designed to develop pupils' curiosity... about the world and empathy for others.
Pupils enjoy opportunities to take on leadership responsibilities across the school. They say that these roles make them feel proud, help them to set a positive example to others and make the school better.
The school sees supporting pupils' mental health and well-being as a high priority, and pupils engage in many high-quality opportunities such as forest school, OPAL play and meditation lessons. Pupils value meditation sessions as 'it helps you to manage your worries and stay calm'.
What does the school do well and what does it need to do better?
From an early age, pupils learn the phonics needed to read fluently.
Books are well matched to pupils' abilities. The school has established a new reading scheme which helps pupils to build their phonics knowledge well. The sharp focus on reading continues into key stage 2, where staff develop pupils' more complex reading skills and fluency.
The school prioritises reading at Hambrook. Pupils develop a love for reading. This starts in the early years, where children enjoy joining in with rhymes and familiar stories.
Pupils enjoy listening to adults read. Pupils develop the knowledge they need to read these books themselves. The school ensures that pupils develop an understanding of diversity and world issues through careful selection of texts to read.
The school's mathematics curriculum is designed and sequenced well. Teachers explain new concepts clearly. As a result, younger pupils develop a secure understanding of number facts.
Older pupils build on this knowledge well to explain their thinking when solving more complex problems. For example, pupils in Year 6 enjoyed working together to find a way to make the numbers up to 20 only using the number four. However, sometimes, misconceptions are not addressed quickly enough by teachers.
As a result, some pupils repeat the same mistakes in their work. This can impede their learning.
The school has developed the curriculum so that it is relevant and ambitious.
It focuses on the important knowledge that pupils need to learn. The curriculum enables pupils to revisit learning regularly as they move through the school. This helps pupils deepen their knowledge and understanding.
For example, in science, older pupils described how learning about shadows in Year 3 has helped them to further their understanding of light sources in Year 6. However, in some foundation subjects, the precise knowledge pupils need to learn and remember is unclear. Where this is the case, pupils' understanding is not fully developed.
This makes it difficult for pupils to build their knowledge well over time.
In many subjects, teachers check what pupils know and remember. Pupils who have fallen behind are supported to catch up and keep up.
However, in some subjects, teachers' assessment of what pupils know is not precise enough. This means teachers do not always form an accurate picture of how successfully pupils learn and remember more. As a result, in some subjects, pupils are not able to recall their knowledge in depth.
Children in the early years make a strong start. The curriculum supports children to develop their understanding in all areas of learning. They settle quickly, enjoy their learning, and form positive relationships with each other.
Children learn confidently both inside and in the outdoor setting. Staff adapt their teaching of the curriculum so that all children learn successfully.
Pupils with special educational needs and/or disabilities (SEND) are supported well.
Staff know pupils' needs accurately. All pupils with SEND learn the same curriculum as their peers. Teaching is adapted to meet the needs of pupils.
Pupils talk positively about British values, such as democracy. For example, they understand the democratic process when voting for which charity the school raises money for. Pupils understand that discrimination is wrong.
They say that everyone should be treated equally, because 'everyone is equal, no matter who they are or what they believe'.
Staff, including early career teachers, feel well supported. Staff are proud to work at this school.
They say that leaders are mindful of their workload and treat well-being as a priority. Governors communicate a passion to helping the school to improve. However, they do not demonstrate a deep understanding of the strengths and areas to improve in the curriculum.
Through recent training, governors are beginning to increase their challenge to the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some wider curriculum subjects, the school has not yet precisely identified the important knowledge that pupils need to learn and remember.
This means that pupils do not always build their knowledge well over time. The school needs to ensure that all subjects identify the knowledge that pupils must learn and when. ? Assessment is not used with enough precision to check what pupils know and remember.
As a result, some pupils do not remember important learning over time and misconceptions are not addressed. This slows their progress through the curriculum. The school needs to ensure that assessment is used effectively to understand what pupils know and can do and that learning is adapted as necessary.
