Hamford Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy school life at Hamford Primary Academy.

The school is a calm, safe and orderly place for pupils to learn and be with their friends. Children in early years settle in quickly when they join the school. They learn school routines and how to be kind to one another.

On the whole, pupils behave well. Adults teach pupils to respect each other's differences. Pupils know that some of their peers need extra support with their behaviour and 'this is okay'.

There are people and places for pupils to go to if they are worried. Pupils trust adults to help resolve friendship issues or bullying. Pupils say that bullying is dealt with much better than it was in t...he past.

Pupils value the unique rewards for good attendance and behaviour, such as winning an opportunity to look after 'Harriet' the school hamster. Pupils compete to win a book in the 'reading raffle'. All pupils access a range of exciting school clubs and trips, for instance a trip to London to see the crown jewels.

Pupils are proud of how they can help improve the school through being part of the school council or the 'junior leadership team'. They can, for example, choose new books for each classroom's 'book corner'.

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

Leaders, with support from the trust and school staff, have improved the school for the benefit of the pupils.

Leaders have reinvigorated the school curriculum. They have thought carefully about what they want pupils to know. All pupils, including those in 'The Ark', access an ambitious curriculum which covers a broad range of subjects.

Curriculum plans lay knowledge out in a logical order. All plans start in early years and help children and pupils to get better in each subject over time. For example, teachers teach children in early years how to explore number and shape.

This helps to prepare children for their mathematics lessons when they get to Year 1. By the time pupils reach older year groups, many are confident mathematicians.

While the majority of the curriculum is well planned, there are some areas that need further work.

In these subjects, the curriculum is at an earlier stage of development. Leaders have refined the plans for these subjects to bring them up to the same high standard as the rest of the curriculum. The order in which topics are sequenced has improved, but more work needs to be done to ensure the plans have the right detail to support pupils' learning.

Currently, pupils do not learn as well in these subjects as they do in other areas of the curriculum.

Assessment and checks in class closely link to the knowledge taught by teachers. As a result, teachers quickly spot gaps in what pupils know or if a pupil has fallen behind.

They help these pupils to catch up.Teachers plan engaging tasks that help pupils to learn. Occasionally, these tasks are not adapted enough to meet pupils' needs.

This is because some teachers have not been trained in how to work with the most recent curriculum plans. As a result, some pupils struggle to understand and remember what is being taught.

Leaders ensure that pupils' special educational needs and/or disabilities (SEND) are accurately identified.

Staff are clear about what emotional, behavioural or curriculum help these pupils need. This means that, across the school, particularly in 'The Ark', pupils with SEND are well supported.

Pupils enjoy reading.

The reading curriculum helps them to become confident, fluent readers. Leaders have chosen a range of engaging books which help pupils to learn about different cultures and genres. Children in early years quickly learn their letters and sounds so they are ready to learn to read.

If a pupil falls behind with their reading, well-trained adults help them to catch up.

Leaders' high expectations of behaviour are mirrored by most pupils. Lessons are not disrupted as often as they were.

Staff support the small number of pupils who find behaviour tricky to get their behaviour back on track.

There is an effective personal, social, health and economic (PSHE) education programme. The PSHE programme teaches pupils about topics such as diversity, relationships and how to keep safe.

Pupils have a good understanding, for example, of different cultures and religions.

Leaders' approach to improving attendance is working. More pupils are attending school much more regularly.

A small number of pupils, including those with SEND, however, are still regularly absent. These pupils are not benefiting from the school's improved curriculum as well as they should be.

School and trust leaders, through the school's 'open classroom' initiative, are re-engaging with parents.

This initiative helps parents to see the positive changes in the school. Leaders' plans identify what further work is needed to make the school even better.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding pupils is a priority for all staff. Staff know how to spot if a pupil is at risk of harm. There is a culture of 'it could happen here'.

Staff record concerns about pupils, including their behaviour, promptly and accurately. Leaders respond quickly to these concerns. They maintain detailed safeguarding records.

Leaders regularly monitor vulnerable pupils and ensure that they get the support they need from a range of appropriate agencies.

There are appropriate processes and procedures in place for dealing with concerns about adults.

Pupils are well taught about risks to themselves.

They know, for example, how to keep safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• A small number of curriculum plans still need further work to organise knowledge in a logical order. While leaders have started to make changes, this work is very recent.

As a result, pupils do not recall knowledge as easily in these areas. Leaders should ensure all curriculum plans are well sequenced and implemented consistently across the school. ? Some teachers do not use the improved curriculum plans effectively.

As a result, they sometimes choose activities that do not help pupils to understand and remember new knowledge. In these instances, pupils find learning more difficult. Leaders should ensure all teachers have the right training to enable them to teach all subjects consistently well.

• A small number of pupils, including those with SEND, are still persistently absent from school. They are missing out on their school experience. Leaders need to work more closely with parents to ensure all pupils, including those with SEND, attend school regularly.