Hartington CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are rightly proud of their small school.

They are known, cared for and nurtured as individuals. They are welcoming and polite. They are happy and safe.

Pupils develop a mature understanding of diversity, equality and respect.

The school's high behavioural expectations are met consistently. Pupils behave very well.

They play and socialise nicely at lunchtimes. Older pupils enjoy looking out for, and play with younger peers. New pupils are made to feel very welcome.'

Playground buddies' help build friendships and make sure that all are included. Pupils enjoy learning. They work well together.

They learn well. Their work is disp...layed and celebrated in the school.

The school provides pupils with memorable experiences.

Pupils fondly recall whole school trips, for example, to the pantomime and the annual outdoor activities residential visit. They value the clubs, including cooking, crafts and toy brick building.

Overwhelmingly, parents and carers comment very positively about the school.

A parent, typical of many, commented, 'The staff are always welcoming, know every child individually and want the best for each of them.' Another praised the school's pastoral care: 'The children are celebrated for who they are, they are all valued and made to feel special and important.'

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

Since the previous inspection the school has reviewed its curriculum to reflect the breadth and ambition of the national curriculum.

The mathematics curriculum continues to be well thought through. Pupils revisit previous learning to consolidate and deepen their understanding of key mathematical concepts.

The school has carefully balanced improving the early years curriculum and subject curriculums with staff workload in this small school.

Leaders have prioritised improving some subject curriculums. For example, the history, computing and music subject curriculums identify the key knowledge that pupils will learn and when, thus enabling pupils to build learning step-by-step. Leaders have deliberately and successfully reorganised the delivery of science in Years 1 to 6 to match pupils' learning in the different years.

However, some subject curriculums, such as art and geography, are not as ambitious as others.

The school meets the needs of pupils with special educational needs and/or disabilities (SEND) very well. Leaders work well to identify pupils' needs.

Staff adapt teaching effectively. For example, they skilfully break down instructions and carefully ask questions. These pupils access the same curriculum as their peers.

Staff check all pupils' learning in lessons. In some subjects, they methodically check what pupils remember and recall in the long-term.

Pupils' behaviour is positive.

They are focused on their learning. They take pride in their work and celebrate success.

The school develops pupils' love of reading well.

Pupils are captivated when listening to stories during daily story time sessions. Staff are trained to deliver phonics consistently well. Books are carefully matched to sounds that pupils are learning.

Pupils learn to read confidently and fluently.

Pupils' personal development opportunities are carefully thought through. The school's personal, social, health and economic (PSHE) education is structured to develop pupils' mature appreciation of healthy living over time.

Pupils learn the importance of exercise, healthy eating and sleep. They develop a mature understanding of healthy friendships. Older pupils receive age-appropriate sex education.

Pupils learn to understand risk and how to be safe, for example, when online and in the community. The school's values deepen pupils' understanding of right and wrong. Pupils develop a mature appreciation of equality, difference and respect.

They are prepared well to be active citizens both now and in the future. They are proud of the community and charity fundraising events.

Staff are committed to the school's values and purpose.

They work closely as a mutually supportive team. They appreciate that leaders actively support their workload and well-being. Staff are very proud to be part of the school.

Governors meet their statutory responsibilities, for example, in relation to safeguarding and equalities. However, the governing body does not fulfil its other responsibilities well enough.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have improved the intent, ambition and implementation of many subject curriculums since the previous inspection. However, some foundation subject curriculums do not precisely identify the key substantive and disciplinary knowledge that pupils need to learn over time. As a result, pupils do not build and embed their learning in these subjects as well as they could.

The school should ensure that there is clarity about what pupils should learn and when in these subjects, to enable all pupils to know, remember and do more. ? The governing body does not fulfil its responsibilities as well as it should. The governing body does not provide the strategic oversight and the accountability required to oversee the school's provision.

As a result, the governing body does not fully appreciate the school's strategic development and improvement journey.It does not effectively support and hold the school to account. The school must ensure that the governing body fulfils all of its responsibilities effectively.