Hayesdown First School

Highlights from Latest Inspection

Outcome

Hayesdown First School continues to be a good school.

The headteacher of this school is Julia Battersby. This school is part of The Partnership Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Emily Massey, and overseen by a board of trustees, chaired by Belinda Deery.

What is it like to attend this school?

Pupils enjoy coming to Hayesdown First School. They describe it as a place which helps them to feel safe and where learning is fun.

Pupils talk confidently about how the school's 'REACH' values help them to take care of others, try new things and to work hard.

...>Pupils live up to the school's high expectations for behaviour. They know the 'golden' rules well.

Across the school, pupils are extremely polite and well mannered. Children in the Reception Year listen carefully and respond well to the clear routines that are in place. They understand the importance of using their 'magnet eyes' and learning from their 'marvellous mistakes'.

Pupils and staff enjoy warm and respectful relationships. Pupils know they have someone to talk to if they have any worries. They understand how the 'wheel of choice' enables them to make the right decisions during social times.

Pupils talk positively about how the 'peer supporters' help them to resolve any conflicts.

Pupils enjoy clubs such as athletics, cheerleading and sewing. They talk with pride about their eco-team, school council and 'captains' roles.

Pupils say these roles make them feel responsible and enable them to set a positive example to others.

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

The school has a clear vision for what all pupils can achieve. An ambitious curriculum has been designed and sequenced well.

In physical education (PE), for example, the curriculum identifies the most important knowledge that pupils need to know and when, from the early years to Year 4. Children in the Reception Year use different movement patterns well when performing a dance. Older pupils understand the importance of hand-eye coordination and control when playing a game of tennis.

Reading is at the heart of the school's curriculum. Pupils enjoy listening to and reading texts from the school's 'reading spine'. They understand how this helps them to build their knowledge of concepts such as equality and diversity.

Children begin learning to read as soon as they start school. They learn and remember new sounds well. Pupils read books that match the sounds they know.

This helps them to build fluency and confidence with their reading.

The school has put in place a well-structured mathematics curriculum. Teachers use the 'I do, we do, you do' approach well to model new mathematical concepts.

They routinely check on what pupils know before moving on to new learning. Most staff effectively adapt learning so that pupils, including those with special educational needs and/or disabilities (SEND), progress through the curriculum well. For example, younger pupils benefit from resources which help them build their understanding of patterns in number.

Staff provide effective support to pupils who attend the school's nurture provision. However, in some areas of the curriculum, some staff do not routinely adapt learning well enough to fully support pupils and their individual needs. This means that some pupils, including those with SEND, do not progress through the curriculum as well as their peers.

Pupils show exemplary attitudes towards school. They eagerly share their learning and show high levels of respect and courtesy when doing so. Starting in the Reception Year, pupils work hard and sustain their concentration well.

There is a calm and purposeful atmosphere in and outside the classroom.

The school has effective systems in place to ensure that pupils attend school regularly. Levels of attendance are excellent.

On the rare occasion where low attendance occurs, the school works collaboratively with parents and external agencies to improve this.

The school's promotion of pupils' wider development is a real strength. Pupils develop their understanding of risk, for example, when using a 'fire strike' in a forest setting.

They have a mature understanding of protected characteristics and fundamental British values. Pupils know why it is important to celebrate difference. They develop their character by taking part in local community events.

Pupils are well prepared for life in modern Britain.

An overwhelming majority of parents would recommend the school to others. One parent reflected said, 'It feels like one big family, with supportive staff, parents and children.

It is a joy to watch them grow and flourish.'

Trustees and local governors share the school's ambition for what pupils can achieve. They provide effective support and challenge.

Staff benefit from the training and coaching they receive, which gives them confidence to teach the curriculum well.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, some teachers do not adapt learning well enough for all pupils, including those with SEND.

Some pupils do not develop their knowledge well enough across the curriculum because of this. The trust needs to ensure that teachers continue to develop their expertise in order to ensure that all pupils continue to progress through the curriculum well.

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

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

This is the second ungraded inspection since we judged the school to be good in April 2015.

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