Hathern Church of England Primary School

Highlights from Latest Inspection

Outcome

Hathern Church of England Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy at this small but growing school. They love the way that everyone knows each other well. Pupils know to respect different opinions and viewpoints.

Pupils are interested in what they learn. For example, older pupils talk confidently about why the Vikings were such effective raiders. Younger pupils look at how maps of the known world have changed over time.

They enjoy learning outside as part of forest school sessions. Pupils have opportunities to grow their own vegetables and climb trees in the school's extensive grounds.

Pupils behave imp...eccably.

Classrooms are calm and pupils can concentrate and do their best. Pupils understand the importance of setting a good example. They take every opportunity to live out the school's ethos of 'Cooperation, Awareness, Respect, Enjoyment' (CARE).

Older pupils are looking forward to their residential visits. Pupils say that bullying rarely happens. They trust that adults will help them resolve issues quickly.

The school is at the heart of the community. Parents and carers say that their children are happy and safe at school. One parent, typical of many, commented that, 'This is a wonderful village school with a supportive, family-like atmosphere.'



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

Leaders have developed a broad and relevant curriculum. They have identified the most important knowledge and skills they want pupils to know across all subjects. Curriculum leaders are enthusiastic about their subjects.

However, some leaders are new to their roles and do not have the necessary expertise to lead developments in their subjects.

Pupils say the school is 'passionate' about reading. They are keen to read, and enjoy the inspiring library spaces around school.

Leaders carefully select a variety of texts that link to the topics pupils will study. Teachers read to pupils every day. This helps pupils to develop a love of reading and extend their vocabulary.

Leaders make sure that reading is taught well from the start of Reception. Younger pupils are provided with reading books that closely match the sounds they know. This helps them to become confident and enthusiastic readers.

Older pupils read with fluency and confidence. Pupils who fall behind receive the right support so that they can catch up.

Teachers ensure that pupils learn and revisit important knowledge across all subjects.

In science, for example, pupils revisit what they know about forces to help their 'rockets' take off. Teachers check what pupils remember and understand. They carefully plan next steps in pupils' learning and identify any extra support that pupils may need.

In some subjects and classes, the planned activities do not always allow children to practise important skills well enough.

Teachers adapt their teaching to ensure that pupils with special educational needs and/or disabilities (SEND) have access to an ambitious curriculum. Teachers quickly spot pupils who need more support.

Leaders ensure that they identify and put in place the precise help that pupils with SEND need.

Leaders carefully plan experiences and opportunities to help pupils prepare for life in modern Britain. Leaders ensure that pupils learn about different faiths and cultures.

Pupils have opportunities to learn about people and communities that are different to their own. Pupils understand the importance of equality.

Pupils enjoy taking on responsibilities, such as being house captains and assembly helpers.

Leaders ensure that all pupils represent the school in a sporting competition during the year. Pupils are proud of the many successes they have achieved.

Relationships are positive between children and adults in the Reception class.

Children are supported to listen well and cooperate with others. Teachers ensure that activities are interesting and help children know more of the school's early years curriculum. For example, children observed and handled the newly hatched chick with sensitivity and fascination.

They then used scientific words to compare its features with those of humans. Leaders think about how the learning in Reception links to learning that pupils will come across in the future.

Governors provide effective challenge and support to school leaders.

They check that leaders are making the right decisions that continue to improve the school.

Staff say that they are proud to work at the school. They feel valued and supported.

They appreciate the high-quality training that they receive, such as for early reading. Staff share leaders' and governors' high expectations for every child.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is given the highest priority. All staff receive regular training. They share their concerns about pupils' welfare with leaders quickly.

Leaders record these concerns diligently. They work well with external agencies. They are tenacious in securing the right support for pupils who need it.

Leaders ensure pre-employment recruitment checks are carried out thoroughly.

Pupils trust adults in school. They know their concerns and worries will be listened to.

Pupils learn how to keep themselves safe in a range of situations, including online. They learn about respectful relationships and consent.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that pupils have sufficient opportunities to independently apply their knowledge from one subject to another.

This hinders their deeper understanding of the school's curriculum. Leaders should ensure that teachers provide pupils with sufficient opportunities to apply their knowledge in different contexts across subjects. ? Some staff are new to subject leadership or new to their area of responsibility.

This means they do not yet have sufficient expertise to make checks on their subject. Leaders should ensure that all subject leaders have the knowledge and expertise to make checks and develop their subject area.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in November 2012.

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