Hayward’s Primary School

Highlights from Latest Inspection

Outcome

Hayward's Primary School continues to be a good school.

What is it like to attend this school?

Pupils and staff love coming to school. Pupils discuss what they are learning with enthusiasm.

They behave well, particularly in lessons. Pupils focus on tasks because the curriculum is closely matched to their needs. Incidents of low-level disruption and bullying are rare.

Pupils are safe. Staff and parents who completed the online surveys agree.

Leaders and staff truly care about the pupils who attend the school.

They know pupils' backgrounds and interests. The school's approach is underpinned by the 'Haywards' Heroes' values of maturity, perseverance, respect..., honesty and focus.

Leaders have carefully designed the curriculum for most subjects.

These plans are ambitious and deepen pupils' knowledge in and across subjects. Staff training and well-sequenced lessons help pupils to learn the school's curriculum effectively. Staff make effective use of the local area to bring the curriculum to life.

Leaders have instilled a rich, inclusive culture that permeates everything the school does. Staff share leaders' determined belief that all pupils, including those with special educational needs and/or disabilities (SEND), can and should succeed. These ambitions are realised through the high-quality implementation of the school's curriculum.

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

Leaders and governors know the school's strengths and areas to improve. Governors check the impact of improvement priorities with tenacity. Leaders have promoted a culture of innovative practice across the school.

This is evident in the school's approach to developing the curriculum. Staff have played a key role in designing the curriculum. They love working at the school, feel well supported and know that leaders have their well-being at heart.

The school's curriculum builds on pupils' prior knowledge. In most subjects, pupils know what they are learning and why they need to know it. For example, one pupil stated it was important to learn about history as it helped modern society to 'avoid making the same mistakes again'.

Leaders have given considerable thought to what they want pupils to know and remember. Staff make regular checks on how well pupils are learning the curriculum. Pupils receive timely feedback, so they know how they are getting on.

Pupils value this, particularly in mathematics. Leaders and staff monitor pupils' progress through the curriculum closely so they can put in place extra support when it is needed.

The school's curriculum supports pupils' language and vocabulary development well, starting in the early years.

Children join in with stories and rhymes enthusiastically. Older pupils continue their exploration of vocabulary. Through high-quality books, they unpick what makes writing effective and apply this knowledge well.

Staff weave the teaching of spelling, punctuation and grammar throughout the curriculum, which helps pupils write accurately. For example, they know how to use commas in a list when writing a letter.

Leaders implemented a new phonics programme at the beginning of the previous academic year.

This approach is now firmly embedded. Pupils read with increasing accuracy, using the sounds they know to read unfamiliar words. Mostly, adults are on hand to support pupils who find reading tricky.

However, this is not yet consistent. A few pupils read books that do not match their level of phonics knowledge

Leaders support disadvantaged pupils and those with SEND well. They have increased pupils' access to the curriculum and wider opportunities.

School leaders' efforts to overcome barriers are well thought out. As a result, pupils thrive. Some older pupils with an education, health and care (EHC) plan receive a bespoke curriculum for some subjects in the 'hub'.

The curriculum for these pupils is ambitious, helping to support a successful transition to their next phase of education.

Leaders support pupils' wider development well. Pupils have rich opportunities to find out more about their local area and community through the curriculum.

For example, they learn the importance of farming in Crediton and how Exeter began as a Roman town. Pupils go on trips and visits to help deepen their understanding further. The school's approach to managing pupils' behaviour is effective.

Pupils know right from wrong. They understand how to use the school values to support their learning.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and governors ensure safeguarding processes are robust. In-depth recruitment procedures ensure they only appoint staff who are suitable to work with children. Once appointed, staff receive a high-quality induction.

Leaders ensure ongoing training is current. Staff know their safeguarding responsibilities and fulfil them well. They use their strong knowledge of pupils to notice any change in behaviour or mood, which may point to wider concerns.

Staff record their concerns on the school's electronic system, which leaders review closely. Leaders take appropriate action to ensure pupils are safe, including working with external agencies.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The phonics approach is taking root well.

However, a few pupils on the phonics programme read books that do not match their phonics knowledge and there are pockets of inconsistency in the support that adults provide. Leaders need to continue implementing the phonics programme, ironing out inconsistencies in these areas, so that all pupils achieve their potential.

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 2012.

Also at this postcode