Hawes Down Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school.

The headteacher, senior leaders and governors are effective. They have enabled the school to make rapid improvement since the last inspection. Pupils make good progress in their reading and writing skills because teachers and their teaching assistants provide stimulating experiences for them.

All pupils, including the most able, make outstanding progress in mathematics. Pupils who are supported by additional funding and those who speak English as an additional language make good progress because their learning experiences are well matched to their needs. Disabled pupils and those with special educational needs make outstanding progress f...rom their starting points because teachers provide them with activities that enable them to excel.

Middle leaders work collaboratively and ensure that classroom tasks are well organised and contribute strongly to the development of all pupils. Pupils are well prepared for the next stages of their lives. In particular the school develops pupils' attitudes to learning extremely well.

Pupils' behaviour in lessons and around the school is excellent. They feel very safe in school and their level of attendance is high. Parents and carers are extremely pleased with the school's work to keep their children happy and safe.

Governors ensure resources are well allocated so that additional funding has good impact on the achievement of the eligible pupils. It is not yet an outstanding school because: Teaching over time ensures pupils make good rather than outstanding progress overall. Some of the most able pupils do not reach their potential in higher-level reading and writing skills.

Information about this school

This school is an average-sized junior school. The proportion of pupils eligible for support through the pupil premium is lower than the national average. This is additional government funding for pupils known to be eligible for free school meals and those who are looked after.

The proportion of pupils from minority ethnic backgrounds is lower than the national average. There are a few pupils who speak English as an additional language. The proportion of disabled pupils and those with special educational needs who are supported at school action is similar to the national average.

The proportion supported at school action plus or with a statement of special educational needs is also similar to the national average. The school has a specially resourced provision for 10 pupils with severe and complex needs. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics.

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