Hartshorne CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils feel happy and safe at Hartshorne Church of England Primary School.

They feel lucky to have teachers that know them extremely well. Pupils said that the school's Christian values are 'genuinely lived' within the school.

The school has high expectations of pupils' behaviour.

Pupils' behaviour is good. Pupils show kindness. They support each other.

The anti-bullying ambassadors and 'I-vengers' are wonderful role models. Pupils feel well informed about bullying, including when using the mobile phone. They said that bullying is rare.

They trust that staff resolve their concerns effectively.

Pupils with special educational needs a...nd/or disabilities (SEND) receive effective guidance and support. Individual needs are quickly identified.

Pupils with SEND experience an ambitious, skilfully adapted curriculum.

Pupils enjoy opportunities to extend their learning outside of the classroom. Pupils speak with enthusiasm about school trips, skipping workshops and dodgeball.

They know they are lucky to experience collecting honey from the school's bee hives. They enjoy selling the honey to their families. Pupils said, 'We are better than happy when we attend this school!'

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

The curriculum matches the ambition of the national curriculum.

It is well organised. In some subjects, such as mathematics, the curriculum ensures that pupils deepen their knowledge. In these subjects, pupils are sufficiently challenged.

This is not the case across all subjects. Pupils achieve well at the end of key stage 2, but some more able pupils could achieve more highly.

There have been a lot of staffing changes in the early years provision.

This has slowed some of the curriculum development. Staffing is now stable. There is strong leadership.

The curriculum is carefully planned. Children achieve well. However, aspects of curriculum implementation are not as consistent as needed.

Some activities are not focused on the prime areas of learning. Some adult interactions do not consistently extend children's speech and language. The school has identified these as areas needing improvement and is working at pace to address them.

Progress has been made. There is still more to do.

Teachers access high-quality professional development.

They are experienced. They have strong subject knowledge. Teachers use this knowledge skilfully.

Pupils show great enthusiasm to learn and to achieve.

There is a well-planned and sequenced reading curriculum. The consistency of curriculum implementation is improving.

Pupils begin to learn to read as soon as they enter the school. They receive help and support to catch up if they fall behind. Reading books are closely matched to pupils' reading ability.

They receive valuable opportunities to practise their reading at home and at school. The school's library is a light and bright area where pupils can extend their knowledge of books. They are introduced to high-quality texts and different authors.

Pupils appreciate the rewards they receive for their reading. They express a love of books.

The school has worked successfully to improve pupils' attendance.

More pupils are now in school, safe and learning. Fewer pupils are late to school.

Pupils benefit from a well-planned and sequenced personal, social and health education (PHSE) curriculum.

They understand age-appropriate relationships. The school prioritises mental health and well-being. Pupils feel safe and cared for.

They are keen to be involved in their local community. They have a great deal of knowledge about other communities and faiths.

Many value the school.

But some parents do not believe that communication is as strong as needed. Leaders have plans in place to address this.

Staff feel proud to work at the school.

They feel well supported. They appreciate leaders' efforts to ensure they have an appropriate work life balance. The work of the local authority has had positive impact.

This is set to continue.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum has appropriate curriculum coverage.

In some subjects, such as mathematics, the curriculum ensures that pupils deepen their knowledge. This is not the case in all subjects. Some pupils do not achieve as well as they could by the end of key stage 2.

The school must ensure that the curriculum has the appropriate breadth and depth to ensure that all pupils achieve their full potential. ? The curriculum in the early years provision is well planned but at times is inconsistently implemented. Activities are not sufficiently focused on the prime areas of learning.

Adult interactions are sometimes not precise enough. The school must ensure that children in early years benefit from a carefully implemented early years curriculum. They must ensure that adults in the provision are well trained and that their interactions with children contribute positively to children's communication and language.