Harold Court Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff have created a warm and nurturing environment where each individual pupil feels valued. All staff have high expectations for what pupils, including those with special educational needs and/or disabilities (SEND), can and should achieve.

Pupils learn well in a range of subjects. They enjoy school and are keen learners.

Pupils are polite and respectful.

They feel safe and well cared for by all staff. Right from the start of early years, pupils develop positive attitudes to their learning. The 'Harold Court way', which was created together with pupils, sets the expectations for behaviour and conduct.

Pupils concentrate well in lessons ...and focus on their learning. Classrooms are calm and orderly. Any off-task behaviour is dealt with quickly, as are any incidents of bullying.

Pupils understand what bullying is and trust adults to deal with any issues that they may have.

The school's core values are woven through the curriculum and all aspects of school life. Pupils embrace the opportunities available to them to make a positive contribution to the school.

For example, they are proud of being part of the school parliament, and taking on roles such as a playground leader, an eco-warrior or a librarian. Pupils' talents and interests are encouraged through a range of extra-curricular clubs and outings.

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

Leaders are ambitious about what they want pupils to learn.

They provide pupils with a broad and balanced curriculum. Leaders have prioritised the teaching of phonics, reading and mathematics from the early years up. This is to ensure that pupils have secure foundations for future learning.

In most other subjects, the curriculum has been well sequenced, and pupils achieve well. Leaders have identified the knowledge and skills that they want pupils to learn and remember. Teachers help pupils to grasp subject content securely.

However, in a few subjects, curriculum thinking does not focus on developing pupils' knowledge and understanding in as much depth. Sometimes, teachers do not have the subject expertise to deliver curriculum content in a way that helps pupils to remember and build on what they have been taught. Because leaders' curriculum thinking is still developing, checks on learning are not sharply focused on addressing misconceptions and ensuring that pupils have the knowledge they need for subsequent learning.

The teaching of reading begins as soon as children start in the early years. Pupils learn phonics through a structured programme, with knowledge introduced in a logical order. All staff are well trained and deliver phonics sessions in line with the programme's expectations.

Pupils' phonics knowledge is regularly checked. Effective support is quickly put in place for any pupil at risk of falling behind. Pupils receive lots of practice to become fluent readers.

They are given books that are well matched to their phonics knowledge. Pupils become enthusiastic about reading. They enjoy the high-quality texts used in English lessons and story time sessions, as well as reading for pleasure in the school library.

Staff identify pupils' additional needs early and work closely with outside agencies to support pupils with SEND. These pupils follow the same curriculum as their peers. For pupils with more complex needs, bespoke learning support is put in place that is well matched to their needs.

In many curriculum areas, teachers typically make appropriate adaptations to support these pupils to learn well. In subjects where leaders' curriculum thinking is not embedded, these adaptations are, at times, not as helpful in supporting learning.

All staff have high expectations of pupils' behaviour.

Pupils understand the rules and take responsibility for their behaviour and actions. In the early years, children settle in well and quickly get used to school routines. Staff help them to work and play with sustained concentration on their activities.

Pupils across the school learn about ways to help everyone feel included. Pupils enjoy sharing texts from the 'diversity box' that represent society in modern Britain. They understand that everyone has the right to be treated with respect and that there are many different types of families.

Pupils are taught about British values and how these are part of their school life. For example, they know that their school parliament represents democracy in action and that the 'Harold Court way' is an example of why rules help to benefit everyone in the community. Pupils are taught about how to lead a healthy lifestyle and the choices they make which will help this.

The curriculum also provides opportunities for pupils to learn how to keep themselves safe, including online.

The governing body is very committed to the school. It makes strategic decisions to ensure that appropriate resources are available for staff and pupils.

Governors support and hold leaders to account effectively.

Staff feel valued because leaders take into account their well-being and workload when making decisions. They are proud to work here.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have created a robust culture of safeguarding throughout the school. All staff and governors receive regular training.

They are alert to the risks that pupils face and know the signs of abuse to look out for. There are clear systems in place to report any concerns about pupils.

Pupils know they can talk to adults about any worries they have.

Staff in the pastoral team work closely together to ensure that pupils and their families get support quickly. Leaders also work effectively with other agencies to provide support where necessary.Leaders carry out appropriate background checks on staff and volunteers before they start work at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the planning and the delivery of the curriculum does not support pupils to understand and remember important knowledge. Pupils do not build up their knowledge as progressively in these subjects. Leaders need to refine their aims for the curriculum in some foundation subjects and ensure that teachers have the expertise to deliver the curriculum consistently well and check that pupils understand and recall subject content.

• Adaptations to learning for pupils with SEND are not as effective in subjects where the aims and the delivery of the curriculum are not well embedded. In a few subjects, teachers are sometimes unsure about how best to make learning the curriculum manageable for pupils with SEND. Leaders need to further develop staff expertise in making adaptations to learning for pupils with SEND so that these pupils learn and remember subject content across the curriculum.