Harewood Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils achieve well at Harewood Primary School. Sitting at the very heart of the community it serves, the school is warm and welcoming. Pupils build strong, trusting relationships with staff, who provide support and encouragement in equal measure.

Parents are overwhelmingly positive about the work of the school.

Pupils appreciate the range of clubs on offer to nurture and develop their talents. These include choir, fun club, arts and crafts, gardening and family tennis.

The school makes a pledge to pupils that by the time they leave, they will have had the opportunity to go on a set of core visits. This includes trips to a farm, a woodland, the seaside, a cit...y, a museum and an art gallery. Year 6 pupils are currently excited about preparations for the talent show.

Pupils say that the school's offer helps them to build the confidence and self-belief they need in order to succeed. This 'can-do' approach runs through the culture of the school.

The school has high expectations of pupils' behaviour.

For the most part, these expectations are met. Pupils are unfailingly courteous and polite to adults. Classrooms are calm, and low-level disruption is rare.

However, pupils explained that some pupils frequently use inappropriate and derogatory language. Pupils felt that this was 'mostly okay because people were only doing it as a joke'. While confident that it would be dealt with if reported, pupils did not understand the unacceptable nature of such conduct, regardless of circumstance.

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

Staff in the early years build positive relationships with parents even before children start in Nursery. The curriculum is carefully planned to make sure that it matches children's interests. This helps them get off to a flying start in the setting.

Early communication and language development is a priority. Staff think of creative ways in which to try to stimulate children's desire for writing. The recent introduction of the 'writing fairy' has caused much excitement.

Children cannot wait to post their carefully crafted sentences to her each week.

Leaders are ambitious for every pupil. They are determined to remove barriers to learning.

As a result, inclusion is at the heart of this school. The learning needs of pupils with special educational needs and/or disabilities (SEND) are accurately assessed, and structured plans with meaningful targets help teachers to meet the needs of individual pupils. Support in lessons and around school is effective.

This means that pupils with SEND learn well and play an active part in all aspects of school life.

The curriculum is broad and aspirational for all pupils. It sets out what pupils will learn in a logical order.

Learning is sequenced to build pupils' knowledge as they move through the school. Leaders have ensured that the curriculum connects pupils to the wider world and life beyond the confines of the classroom. This includes a well-thought-out careers programme, where pupils have opportunities to learn about different jobs and the skills they may need for future employment.

In core subjects, lessons follow a consistent approach, which helps pupils to build their knowledge and understanding effectively over time. Pupils can articulate what they learn with confidence. In some foundation subjects, however, this is not as secure.

As a result, some pupils do not develop a secure understanding in all subjects, and they sometimes forget the important facts that they have been taught.

Pupils benefit from a clear and structured personal, social, relationships and health education programme. They know what healthy relationships are, and understand how to keep themselves safe, including online.

Pupils learn to be responsible citizens through leadership roles, such as sports leaders, maths ambassadors and 'Harewood Voice'. Pupils have a developing awareness and understanding of concepts such as democracy and individual liberty. Their knowledge and understanding of other faiths and cultures are not yet secure.

As a result, pupils find it difficult to discuss the key features of other faiths.

Pupils, including children in early years, practise reading every day. Staff regularly check the sounds pupils know; books are well matched to pupils' needs and interests.

Assessments are robust and readers in need of additional support are quickly identified so that they receive the help they need.

Leaders have worked hard to ensure that staff's workload is manageable and that their well-being is fully considered. Staff benefit from high-quality training and support.

Governors know the school well and are supportive of leaders. When appropriate, information is reported to governors; their challenge and oversight is effective.

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 foundation subjects, there is an inconsistent approach to making sure that pupils are supported effectively to remember what they have been taught. This means that pupils cannot confidently articulate their learning in some subjects. The school should support teachers to improve their pedagogical decisions.

• Some pupils say that they hear other pupils using derogatory language. Pupils spoken with considered this to be acceptable banter. The school should ensure that pupils develop a shared understanding of acceptable language so that use of derogatory language is eradicated.