We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Hauxton Primary School.
What is Locrating?
Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews,
neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Hauxton Primary School.
To see all our data you need to click the blue button at the bottom of this page to view Hauxton Primary School
on our interactive map.
Pupils at Hauxton Primary School are happy, polite and welcoming. They are proud of their school and want to show it off to visitors.
Pupils benefit from being part of an inclusive and supportive community. They feel cared for, both by their peers and adults. They feel safe.
Bullying is extremely rare because pupils believe it is unacceptable to be unkind to others. If it does happen, pupils are confident it will be dealt with quickly.
Pupils are avid and passionate readers.
They love literature and books. Pupils become engrossed in the stories they read. They enjoy how the words they read spark their imagination and elicit a full range of emotions.<...br/> Pupils understand their school's values. They know that there are high expectations of their behaviour and conduct. Pupils know how they should behave to meet these expectations, and they do.
They benefit from learning in classrooms that are quiet and free from disruption. Pupils play together safely in well-ordered social spaces.
Pupils enjoy a range of extra-curricular activities, including multi-sports and gardening club.
Older pupils speak enthusiastically about their recent residential trip. They recount, with zeal, their experiences on high ropes and learning bush craft. They appreciate the opportunity they had to deepen their friendships.
What does the school do well and what does it need to do better?
Leaders have designed a curriculum that is ambitious for all pupils. In most subjects, leaders have identified the exact knowledge pupils need to know. They have carefully planned the best order for pupils learn this information.
Teachers use this information to design lessons that help pupils learn. High-quality resources support pupils to learn these precisely defined bits of knowledge.
Pupils use what they have previously been taught to help them learn new things.
Teachers carefully assess what pupils know and can remember to determine a starting point for new learning. They ask probing questions to establish what pupils understand and if they are ready to move on. Teachers carefully use precise explanations to describe new concepts.
They use exact instructions and well-crafted examples to introduce learning activities. As a result, pupils understand what they have to do and enthusiastically engage in tasks. They produce high-quality work.
In some subjects, planning is not as advanced. In these subjects, there is less consistency in how lessons are designed. Leaders are already taking effective action to address this.
Pupils with special educational needs and/or disabilities (SEND) generally access the same curriculum as their peers. Leaders have the same high expectations of these pupils. Teachers successfully make adaptations to their teaching.
These adaptations help many SEND pupils to make progress in line with their peers. Some pupils with SEND struggle to integrate into lessons and at times cause some interruptions. However, other pupils do not get frustrated by these interruptions.
They understand and are sensitive to their friends' needs.
Subject leaders have developed high levels of expertise in the subjects they oversee. They have a deep understanding of the taught content and how pupils best learn their subject.
However, they do not have the capacity to regularly monitor the delivery of the curriculum. They are unable to support other colleagues to increase their individual subject expertise. This results in some inconsistencies in pupils' learning experiences.
Children embark on learning to read from an early stage in Reception. High-quality training helps teachers deliver the adopted phonics programme consistently. Teachers check pupils' progress regularly.
The books that pupils read are suitable for their level of phonics knowledge. Many pupils become fluent readers. For those who struggle, leaders put well-thought-out and effective interventions in place.
The early years curriculum has been carefully considered. Leaders have balanced formal learning and play effectively. Children engage and learn well.
Thought has been given to the knowledge and language children need to be ready to learn in English, mathematics and science in Year 1. This is not so well developed in other subjects. This means early years teachers are not able to ensure that pupils know all they need to access the key stage 1 curriculum.
Pupils find it difficult to link some new information to previous learning.
Most pupils' behaviour is exemplary in lessons and around the school. They have a positive attitude to learning and try their best.
Pupils learn in personal, social and health education about key values of tolerance, liberty and respect. They celebrate diversity. Pupils demonstrate these values in their attitudes and daily interactions.
Governors have a clear understanding of the school and its community. Staff value how governors and leaders consider their well-being and manage their workload. They are proud to work in the school.
Safeguarding
The arrangements for safeguarding are effective.
Leaders ensure that safeguarding is embedded into the school culture. Staff have a detailed knowledge of pupils and their families.
Staff use this knowledge and regular training to rapidly identify and report indicators that suggest pupils need help. Leaders swiftly respond to these concerns. They engage with external agencies to get pupils the support they need.
Pupils are taught how to keep themselves and each other safe, including knowing not to talk to strangers or give out information to someone they do not know online.Governors check leaders' work to ensure that policy and practice remain effective in keeping pupils safe.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Subject leaders do not have the capacity to monitor the curriculum effectively and support all teachers to deliver the curriculum with the precision and exactness that leaders intend.
This leads to inconsistencies in the delivery of the curriculum, and pupils' learning is not secure in some areas. Leaders should ensure that subject leaders have capacity to monitor the curriculum to identify strengths and areas that need to be developed. Leaders should ensure that subject leaders can work with teachers to increase the consistency and exactness of teaching.
• Leaders have not considered how some elements of the early years curriculum lead into key stage 1. This means that teachers are not clear about the exact knowledge, skills and language that children need to be ready to access the curriculum in Year 1. Leaders should ensure they set out the specific words, concepts and skills pupils should learn in the early years to improve transition into Year 1.
