Hayes Park School

Highlights from Latest Inspection

Outcome

Hayes Park School continues to be a good school.

What is it like to attend this school?

Pupils are happy here. They are kept safe and report little or no bullying. If incidents do occur, they say they are always dealt with quickly.'

Worry boxes' are available for pupils to report any concerns they may have. They appreciate that teachers respond to these worries quickly and are always there to help them.

Leaders are ambitious for all pupils to do well.

They have identified the knowledge they want them to learn across all subjects. This knowledge is well sequenced to promote greater understanding over time. Pupils enjoy visits that further enrich the curriculum.
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While these have been interrupted due to the COVID-19 pandemic, they have now been resumed. For example, Year 6 pupils recently visited the Battle of Britain Bunker and Hendon RAF Museum, as part of their learning about the Second World War.

Respect is a key part of the school's ethos and interwoven throughout the expectations for behaviour and learning.

Pupils say the 'PREP' (perseverance, respect, excellence and partnership) and 'SORT' (safe, obey, respect and truth) values, continuously remind them of expectations for both their learning and their behaviour. As a result, pupils behave well and show respect to both adults and peers.

A wide range of clubs and activities are available.

Pupils enjoy these, and the opportunity to take part in new experiences.

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

There is a strong reading culture in the school. Pupils are enthusiastic about reading and enjoy reading and being read to.

The teaching of phonics starts as soon as pupils enter Reception. Even earlier exposure begins in the Nursery, with pre-teaching of vocabulary that children will need. A daily story time for all, from Nursery to Year 6, develops a love of reading.

Staff are well trained and the phonics programme is taught consistently. Pupils are assessed regularly to identify those at risk of falling behind. They are helped to catch-up with additional interventions.

The books used to teach reading are carefully matched to the sounds pupils know. As a result, pupils are developing the knowledge they need, and practising this, to become fluent, independent readers.

Pupils follow a full curriculum.

All subjects match the depth and breadth of the national curriculum. Leaders' curricular thinking is strong. They have developed clear, well-sequenced learning in mathematics, history, geography, art, computing and science.

In many subjects, the curriculum is bespoke to the school and designed to meet the needs of the school community. Teachers are knowledgeable. Additional training is provided for those who need it.

As a result, teachers understand the sequence of learning in the subjects taught and teach it effectively. Pupils are enthusiastic about their learning. They work hard in lessons and are proud of their achievements.

Importance is placed on developing pupils' vocabulary. The key language that they will need, in each area of learning, has been identified. This enables pupils to learn and apply a range of subject-specific words to deepen their understanding.

For example, in art, pupils talk about shading, and the correct pencil and hand-pressure to use, to achieve a realistic drawing of a hand. Teachers also make clear what pupils have learned before that will help them with new learning. This helps them make links, and as a result, they learn more.

For example, in science, pupils talk confidently about the photography project they completed in art, furthering their understanding in a science unit about light.

All subject leaders have clear expectations for learning in the Early Years. This is evident with early mathematics.

In Reception, a range of activities are provided to enable children to learn about and practise counting. Consequently, children are well prepared for their learning in Year 1.

Despite all these strengths, implementation of the curriculum has been interrupted due to the COVID-19 restrictions.

Due to catch-up, occasionally, learning is not taught deeply enough. For example, in science, pupils in Year 6 found it difficult to explain the concept of making a bulb brighter, as they have not had sufficient opportunity to investigate this. Leaders are aware and are continuing to review and adapt their curriculum to further strengthen learning.

Pupils with special educational needs and/or disabilities are well supported. They access the same curriculum as their peers, with key adults used to help. Support provided is tailored to each individual so they can make the best possible progress from their starting points.

Those pupils in the Specialist Resourced Provision (SRP) are part of mainstream lessons where this is suitable.

Pupils behave well in lessons and outside in the playground. They are usually kind to each other.

Clear behaviour rules mean they know what is expected and they rise to that.

Pupils' wider development is prioritised. They are given opportunities to learn about democracy and encouraged to take on extra responsibility with the 'Pupil Parliament'.

They are proud of the work they do and their involvement in school decisions. For example, the choice of new play equipment for the playground.

Staff are overwhelmingly positive about leaders' care, and consideration of their workload and well-being.

They feel valued and trusted, and appreciate the opportunities provided to help them develop further.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong safeguarding culture in the school.

Leaders, including governors, and staff, are well trained. As a result, they identify any concerns they have quickly. Rigorous reporting procedures ensure any concerns raised are dealt with promptly.

Leaders work well with the local authority and other agencies, to safeguard pupils and get them the help they need.

Leaders know families well. They are particularly committed to supporting those families who are most vulnerable, to ensure the best possible outcomes for children.

The curriculum has been designed to keep pupils safe. Consequently, they are aware of ways to stay safe online and who they can go to if they feel unsafe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum plans identify, the key knowledge and essential vocabulary for pupils to learn.

They are well sequenced. However, the full implementation of the school's curriculum is not firmly embedded in a few subjects, due to catch-up from COVID-19. This means that pupils' knowledge is not always being deepened progressively over time.

Leaders should continue their work to ensure that the well-planned curriculum is fully embedded, and pupils are supported to make connections. This will further expand, and deepen, their knowledge and understanding.

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 June 2013.