Hamsey Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are kind and caring at this inclusive school. They are well prepared for their next steps.

As one pupil said, 'We are ready for the world.' Older pupils act as excellent role models. They model the school's high expectations well.

Pupils of all ages play together at breaktimes happily.

Pupils are happy at school. Teachers build warm and supportive relationships with pupils.

As a result, they feel safe and know that staff will address any worries they may have. Pupils enjoy learning. They work hard in lessons and remember the important knowledge and skills they learn.

Older pupils have a rich and varied vocabulary that they use to expr...ess complex ideas well.

The work of pupil leaders has a clear impact in school and the local community. Older pupils who act as buddies for Reception Year children help them to learn the school's expectations quickly.

Pupils take these responsibilities seriously. As a result, younger pupils learn the school's routines well. Pupils elected to the school council make decisions that improve the school.

For example, they recently made changes to a sports day event to make it more inclusive.

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

The school has a well-designed and ambitious curriculum that begins in early years. Leaders have considered precisely what pupils should learn and when they should learn it.

The school has prioritised pupils' oracy. Pupils build on their prior learning and to remember the important skills and knowledge that they need.

Teachers have sound subject knowledge.

They explain learning clearly and promote rich discussion among pupils. However, at times these aspects are not consistently effective. As a result, pupils do not always learn as well as they could.

Teachers check pupils' understanding carefully. These checks help teachers to identify how much pupils know and remember. Teachers plan activities that help pupils catch up quickly if they fall behind in their learning.

The school ensures that pupils with special educational needs and/or disabilities (SEND) achieve well. Staff identify the needs of these pupils accurately. Similarly, staff identify the needs of the high number of pupils who join during the school year quickly.

Teachers adapt learning to meet the needs of pupils effectively. The small number of pupils who study an amended curriculum matched to their needs begin to fill gaps in their learning.

Pupils develop detailed knowledge and skills across the curriculum.

For example, Year 5 pupils have an understanding of religious traditions and can explain how these may help people to live their lives. Pupils write at age-appropriate levels, including in early years. In some subjects, pupils produce work of very high quality.

For instance, children in Reception use a range of media skilfully to create work inspired by Monet.Staff instil a love of reading in pupils. This starts in early years, where well-trained staff teach phonics effectively.

Teachers check how well pupils can read precisely. Older pupils are confident readers and read widely. Pupils in Year 6 achieve well in national tests in reading.

However, the books that the youngest pupils read are not always closely enough matched to the sounds and letters that they know. As a result, some pupils cannot read their books fluently.

The school is a calm and happy place.

Pupils behave very well and show kindness and courtesy to all. They understand the importance of this to make the school a positive environment. Leaders work hard to improve attendance and punctuality.

For example, a recent change to drop-off procedures has reduced lateness. These strategies are beginning to have an impact. However, pupils do not yet attend frequently enough.

Governors share the same high ambitions as school leaders. They make sure they know the school well and hold leaders to account effectively. Staff enjoy working at the school.

They are well supported by leaders and receive a range of high-quality training. Leaders and staff work hard to engage parents and carers. They are overwhelmingly positive about the school.

The school's work on pupils' personal development is exceptional. The school ethos of 'a kind, creative school where learning is an adventure' is at the heart of this. Pupils have broad and exciting opportunities to develop their creativity.

They work with the school's artist in residence and exhibit their high-quality work in local venues. Pupils also have opportunities to perform at a local opera house. All pupils enjoy the regular school sporting fixtures.

The school ensures that every pupil can develop new skills and apply them. They have mature attitudes about equality and celebrate their differences. The school provides excellent pastoral support.

Pupils have support to regulate their emotions and all pupils use these strategies consistently well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils' reading books are not closely enough matched to the sounds and letters that pupils learn.

As a result, a small number of pupils are not reading with appropriate accuracy and fluency. Leaders must ensure that books are matched to pupils' knowledge and that pupils can read the books confidently and fluently. ? Leaders have developed an ambitious curriculum.

However, learning is not always explained well enough in a small number of subjects. As a result, some pupils do not learn as deeply as they could. Leaders must ensure that all staff are confident in delivering the planned curriculum consistently well.