Hardwicke Parochial Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Hardwicke Parochial Academy feel safe and happy. This is an inclusive school.

Leaders have designed a curriculum that supports pupils, including those with special educational needs and/or disabilities (SEND), to learn well.

Leaders encourage pupils to 'SHINE': strive for excellence, help others, inspire, never give up and empathise. Pupils know these rules well and are fond of the 'SHINE awards' they receive when demonstrating these values.

Pupils are friendly and eager to learn. They value the warm relationships with staff and the care they receive. Most pupils behave well.

Children in Reception Year settle into school routines quickly. L...eaders give additional support to the minority of pupils who struggle to manage their own behaviour. Pupils say that if bullying happens, staff deal with it swiftly and effectively.

Pupils talk eagerly about the opportunities on offer to widen their interests. They develop character and responsibility through roles as house captains and librarians. Pupils get involved with fundraising in the community.

For example, they made and sold bracelets for a local charity. Pupils broaden their talents through textiles, choir and musical theatre clubs. They are well rounded and enjoy school.

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

Leaders have put curriculum development at the forefront of their work. They provide pupils with a broad curriculum to learn. Subject leaders have carefully planned what they want pupils to know and in what order.

Leaders have made clear how they intend staff to teach the curriculum.

Staff review prior learning in many subjects. This helps pupils to learn and remember their learning well.

For example, in mathematics, pupils used their prior knowledge of times tables to change improper fractions to mixed numbers. In some subjects, however, pupils find it difficult to remember what they have learned. This is because systems to assess their knowledge are not well developed.

Teachers do not address gaps in the learning of some pupils quickly enough.

Staff have had the appropriate training to teach early reading. Staff follow the phonics programme precisely.

They assess pupils' knowledge of sounds and use this information to address any gaps quickly. Staff offer additional support to those who need it. This means pupils keep up with the school's programme.

Pupils read books that match the sounds they have learned. They read with increasing fluency.

Staff frequently read to pupils throughout the school.

Pupils talk knowledgeably about the different genres of books they like to read. Mystery stories are a firm favourite for many. Children in Reception Year enjoy looking at books and learning new words.

Many use ambitious vocabulary such as 'palaeontologist' and 'brachiosaurus' when discussing their learning about dinosaurs.Leaders have created a culture of acceptance and belonging for all. Pupils celebrate differences and know why it is important to treat everyone fairly.

They discuss conflicting ideas respectfully. Pupils know that diet and exercise are important. They say that talking about their emotions helps them to keep mentally well.

Through assemblies, pupils develop a firm understanding of what tolerance and democracy mean.

Pupils walk sensibly around the school. They relish playing together at breaktimes.

Pupils forge strong relationships while playing with the great variety of equipment available to them. Children in the early years know how to take turns. This respectful behaviour builds from there so that pupils throughout the school value their learning both inside and outside the classroom.

Many parents comment that Hardwicke has a positive and nurturing environment and that staff are passionate. However, some express concerns about frequent changes in leadership in recent years. Parents feel that communication between home and school could be improved.

This is particularly the case for many parents of pupils with SEND.

Although this is so, pupils with SEND learn from an ambitious and broad curriculum. Leaders train staff so that they have the expertise to help pupils with SEND effectively.

Leaders liaise regularly with external agencies to secure additional support for pupils when necessary. Consequently, pupils with SEND achieve well from their starting points.

Trust leaders and governors acted swiftly to steady the school during the recent leadership changes.

They know what is working well and what needs to improve. Governors and trust leaders hold leaders to account effectively.

Staff feel well supported at this school.

There are high levels of camaraderie. Subject leaders appreciate the training that trust leaders have provided to help them develop. Staff are proud to work at Hardwicke Parochial Academy.

Safeguarding

The arrangements for safeguarding are effective.

Leaders check the suitability of all staff to work with children. The culture here is that everyone is responsible for safeguarding.

All staff and governors regularly attend safeguarding training. They identify pupils who might need extra help. Leaders are tenacious in getting pupils the support they need, for example from outside agencies.

Trust leaders check the impact of leaders' work to keep pupils safe.

Pupils have a well-developed understanding of how to stay safe, including online. They talk to staff about their worries and know that staff will help them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not use assessment information well enough to identify and address any gaps in pupils' knowledge. Because of this, some pupils do not retain knowledge over time. Leaders should ensure that they put processes in place to identify accurately gaps in pupils' knowledge and use this information to inform planning so that pupils know and remember more.

• Some parents say that communication from leaders is not effective. As a result, parents, particularly those of children with SEND, do not always feel well informed about their child's education. Leaders must work more effectively with these parents so that they are aware of the work the school is doing to support their child.

Also at this postcode