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This is a good school The headteacher, ably and conscientiously supported by the deputy headteacher, provides strong and ambitious leadership. The governing body is a committed and experienced group of individuals. They provide leaders with high-quality support and challenge and play a valuable role in the school's improvement.
All staff help pupils to keep safe. Pupils behave well. They are polite and respectful towards each other and to adults.
Pupils are happy and enjoy coming to school. Their attendance is above the national average. The quality of teaching, learning and assessment is good.
Teaching does not, however, routinely develop pupils' wri...ting skills, especially their accurate use of grammar, punctuation and spelling. Pupils, including disadvantaged pupils, make good progress in reading, writing and mathematics. Boys make good progress, but their progress is not as rapid as that of girls.
Children in early years get off to a good start and make good progress. The curriculum is broad. Leaders enrich the curriculum by providing opportunities for pupils to develop their spiritual, moral, social and cultural understanding.
Leaders have taken action to provide a small number of pupils who have special educational needs (SEN) and/or disabilities with effective support. Most of these pupils make good progress. Leaders, at all levels, know the school well.
They have an accurate understanding of the actions necessary to improve the school further. The school improvement plans, however, are not linked sharply enough to pupils' outcomes to help drive even more rapid progress. The school's assessment systems, to check on and record pupils' progress, are comprehensive.
Leaders do not, however, use these well enough to check on the progress of pupils of different abilities or to identify any gender gaps. Middle leaders are knowledgeable and enthusiastic. However, they are not as effective as they could be in raising standards in their areas of responsibility.
Parents and carers are positive about the school's work. They report that their children are happy and safe and make good progress.
Information about this school
Hayfield Cross Primary School opened in September 2015.
It is a voluntary-aided school overseen by the Diocese of Peterborough. Pupils have joined the school at different times during the school year. It now has two Reception classes, two Year 1 classes and one class in each of Year 2, Year 3 and Year 4.
The proportion of disadvantaged pupils is well below average, but is increasing. Most of the pupils are White British, with a few coming from a small range of minority ethnic groups. A growing number of pupils speak English as an additional language.
The proportion of pupils who have SEN and/or disabilities or who have a statement of special educational needs or an education, health and care plan is well below average. There is currently no published data as to whether the school meets the government's current floor standards. This is because the school has not yet had any pupils reach the end of Year 6.
