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Enabling everyone to flourish' sits at the very heart of Hawkesbury Church of England Primary School. The school is inclusive and welcoming. Parents appreciate the nurturing environment and positive relationships between pupils and adults.
Staff form caring relationships with pupils and know them and their families well. Pupils feel safe and know that adults are there to help them.
Most adults have high expectations of pupils.
Pupils usually respond well to these. As soon as children start in Reception Year, routines are well established and followed. Pupils are polite and well mannered.
They hold doors open for adults and are proud of their school.... Pupils of all ages play well together during social times. Older pupils enjoy the responsibility they have as a buddy to Reception Year children.
As a result, playtimes and lunchtimes are harmonious and enjoyable for all.
Pupils enjoy the many opportunities they have to take on leadership responsibilities across the school. They fulfil their role as worship warriors, house captains and mental health champions with maturity.
Pupils understand the importance of looking after each other and being kind. Mental health champions ensure that pupils get rewarded in celebration assembly if they demonstrate the school values.
What does the school do well and what does it need to do better?
The school has been relentless in their drive to make the necessary improvements since the last inspection.
The curriculum is well designed and ambitious for all pupils. In most subjects, the important knowledge pupils need to learn and remember has been set out. This means that pupils build their knowledge well over time.
For example, in mathematics, younger pupils talk about and use their knowledge of the value of digits to one hundred. This supports older pupils to deepen their understanding and explain the value of digits to one million.
The curriculum in some wider subjects is new.
In these subjects, the school has not identified precisely what pupils should learn or by when. This means that pupils' learning does not build well. There are gaps in pupils' knowledge.
In mathematics and phonics, teachers use assessment information well to identify gaps in pupils' knowledge. The curriculum is adapted to address this. However, in some subjects, assessment lacks precision and is not effective.
As a result, the school is unsure what pupils know and can do.
The school ensures that reading is a high priority. The new and effective phonics programme supports pupils to learn to read well.
As soon as children start in Reception Year, they are taught to recognise letters and sounds. Pupils read books that match the sounds they know. This supports those pupils, including some who struggle to read, to become fluent and confident readers.
Teachers quickly identify any pupils who start to fall behind. They provide extra support for those who need it. Older pupils enjoy reading.
They enjoy the rewards they get when they reach the '30 reads' challenge. Pupils say they are looking forward to the new school library.
Pupils follow the school rules of 'be ready, be respectful, be safe'.
They understand the importance of treating others with kindness. This starts in the Reception Year. Adults support children well.
Children listen carefully and follow instructions. Pupils with complex special educational needs and/or disabilities (SEND) have extra help to manage their behaviour and follow instructions. Pupils move around the school in an orderly manner, demonstrating the school's rule to be 'safe'.
The school offers a wide range of opportunities for pupils to develop beyond the academic. Pupils spoke positively about the first-aid training they have had and can explain how to administer CPR. They appreciate the opportunities they have to learn a musical instrument in school.
Pupils enjoy the many extra-curricular clubs that are on offer, including archery, cross country and choir. Pupils know that some people are less fortunate than themselves. They understand the importance of helping others locally and internationally.
Pupils say that everyone is welcome in their school. They recognise that everyone is different and unique. Pupils spoke positively about the 'no outsiders' assembly and the importance of inclusion.
Pupils learn about different faiths and cultures. This helps them to understand the world beyond Hawkesbury. Pupils talk about the qualities that make a good friend, including trust and kindness.
They understand what makes a healthy relationship.
All at the school work well together. Staff appreciate the consideration given to their well-being and workload.
Governors have an accurate understanding of the schools' strengths and areas to develop. They provide support and challenge to ensure the school continues to improve.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects in the wider curriculum, the school has not identified the important knowledge pupils need to learn. This means that pupils do not experience a well-sequenced curriculum, and they develop gaps in their knowledge. The school needs to identify the key knowledge they want pupils to know and remember and then assess to check understanding.
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