Harlington Lower School

Highlights from Latest Inspection

What is it like to attend this school?

There is a friendly, happy atmosphere around this school. Pupils are confident that their teachers will ensure they enjoy their learning and play. Pupils love the opportunities to get actively involved in tasks.

Pupils know their teachers will help them if they need it. They tackle the work they are given with enthusiasm. Pupils are confident that their teachers expect their best efforts.

Sometimes, an extra challenge or support would enable them to achieve even more.

Pupils show good manners and respect for each other and the adults in school. They hold doors open, say please and thank you, and listen attentively.

Pupils enjoy the regular activities... in class that help them to develop strategies to manage their feelings. These help them to become confident and resilient.

At breaktimes, pupils chat or play with the equipment provided.

Many children make good use of the library to enjoy books together. Pupils act as library ninjas and play leaders to help with these activities. Pupils trust the adults to help them resolve any friendship difficulties.

Pupils learn to stay safe online and about road safety. They enjoy trips such as to a museum or farm. These help them to develop their understanding of new ideas.

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

The school wants the best for the pupils. It has been working to make changes to the curriculum. Plans are in place for each subject, setting out what pupils are to learn as they move through the school.

The school has thought about the most important vocabulary to help pupils to understand new ideas. Teachers introduce this clearly. On the whole, these plans are put in place well.

Where they are most effective, pupils secure and build on previous learning well. In lessons, teachers introduce new ideas and check understanding before moving on.

Pupils with special educational needs and/or disabilities (SEND) learn in class alongside their peers.

Adults provide extra help 'on the spot' and through skilful interventions. They help them to listen and understand when teachers are explaining things. They provide plenty of encouragement so these pupils can join in and grow in confidence.

The school has ensured that adults get the right training to teach phonics well. From the early years, teachers introduce new sounds in small steps. They make sure that children get plenty of practice with their developing skills, using well-matched reading books.

Pupils quickly become fluent and confident readers. Older pupils are enthusiastic about the books they read and those their teachers share with them.

Most pupils achieve well in national assessments.

Occasionally, adjustments to plans and how these are put in place in some foundation subjects would help some pupils to demonstrate what they know and can do more clearly.

There are high expectations for behaviour throughout the school. Adults are consistently kind and constructive in their relationships with pupils.

Teachers establish routines quickly in the early years. They help children to develop independence and make sensible choices. The school values, such as patience and honesty, are aligned to the behaviours that teachers promote.

The school reinforces these values in assemblies, lessons and during the day. As a result, pupils understand why these values are important and are proud to behave well.

The school promotes regular, punctual attendance so that pupils can benefit from all that is available to them.

They work closely with families to support this. Attendance levels are close to national expectations. Pupils arrive brimming with enthusiasm to get started each day.

Pupils learn about diversity and an appreciation of different cultures from the early years. Older pupils visit different places of worship. This helps them to learn about similarities as well as differences.

Pupils are invited to ponder on and discuss 'big questions', such as 'Why am I special?' This helps to prepare them well for life beyond their village.

There is a range of extra-curricular provision. This enables pupils, including those with SEND, to try out new interests and develop their talents.

Clubs include art, dance, and the popular choir. Pupils learn to play musical instruments. Over the year, pupils participate in a range of sporting events with other schools.

Trustees are strengthening their systems to support and challenge the school. Senior school leaders are considerate of the well-being of staff. During a period of rapid change and improvement, they have maintained the confidence and appreciation of staff.

Some middle leaders currently have a better understanding than others of how effectively plans are being put in place, and are more able to secure continued improvement. Trustees recognise this and plan to strengthen middle leadership.

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 subjects, curriculum plans are not consistently adapted well to meet the needs of all pupils. As a result, pupils sometimes do not get the opportunities to apply their learning in depth, and so achieve less well. The school should continue to develop staff expertise to implement and adjust the curriculum as required.

Subject leaders are developing their expertise to provide additional support where needed. Some subject leaders do not always know what is working well or where further help would strengthen provision and improve outcomes for pupils. The school should continue to develop the expertise and capacity of subject leaders to evaluate the effectiveness of the curriculum and to work with colleagues to secure continued improvements.

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