Hedworthfield Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Hedworthfield is a friendly and welcoming primary school.

Relationships between the pupils and staff are very positive. Everyone has high expectations of behaviour. Pupils are courteous and polite.

Bullying is rare and is dealt with effectively if it happens. Pupils spoken to feel safe in school.

Pupils love being with 'Shadow', the school dog.

He contributes to pupils' well-being, acting as a comfort and confidante. Pupils also talk fondly about looking after the chickens and ducks in the school farm. Staff encourage pupils to talk about their feelings and concerns so that they can fully focus on their learning.

Pupils blossom as they devel...op their self-confidence.

Some pupils attend the on-site specially resourced provision for pupils with special educational needs and/or disabilities (SEND). Staff have a thorough understanding of the needs of all pupils, both in the resource base and throughout school.

Leaders ensure there is an ambitious curriculum that promotes pride in the local area. There are many visits that widen pupils' experiences. The 'factory school', hosted by a major car manufacturer, helps to raise pupils' aspirations.

The early years environment is vibrant and dynamic. Staff actively model language and encourage children to communicate well with each other. Children are eager to explore nature in the forest school.

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

Leaders know and understand the needs of the community exceptionally well. The detailed curriculum plans make best use of the available local resources. For example, pupils visit the beach to learn more about coastal erosion and visit an Anglo-Saxon farm linked to the history curriculum.

Careers education is woven into the curriculum. Older pupils meet with business owners and employers to find out more about the world of work. This gives pupils a real-life context for their learning.

Pupils are particularly enthusiastic about mathematics, art and physical education. This is because the learning activities are often practical with elements of repetition and recall. In these subjects, pupils remember their learning well.

In some other subjects, there are some inconsistencies in the way in which curriculum content is taught. Sometimes, teachers do not choose the most appropriate way to engage pupils in learning new knowledge. This means that some pupils struggle to remember their learning.

Leaders prioritise the teaching of phonics. Staff consistently deliver the phonics programme in terms of sounds being taught. However, some of the strategies that staff use when listening to pupils read are not in line with the school's agreed approach to phonics.

This hinders some pupils in developing fluency when reading. Some pupils do not enjoy reading and choose not to read in their free time at home.This means that others in their peer group, who read more widely, have a wider vocabulary and bank of knowledge to use when they start secondary school.

The leadership and management of SEND are strengths. Staff have the highest expectations for pupils with SEND. All pupils access a broad curriculum.

Individual plans for pupils are carefully written and targets are broken down into small achievable steps. Leaders work tirelessly with external agencies, parents and carers to ensure that pupils in the specially resourced provision for pupils with SEND have the best possible start.

Early years staff follow a detailed curriculum that prepares the children very well for Year 1.

The team makes the most of every opportunity to move children on in their learning. This includes the creation of an exciting nature area where the children love looking at the wildlife. Through these activities, staff model a wide range of vocabulary.

The children join in with conversations enthusiastically. They also become confident in creating their own play and learning activities.

Pupils behave well.

They enjoy playing together in the spacious school grounds. Leaders promote attendance in a variety of ways. As a result, attendance is improving since the disruption caused by the COVID-19 pandemic.

Fundamental British values and equality issues are discussed in personal, social and health education (PSHE). However, some pupils' understanding of these is not fully secure. There are a wide variety of after-school clubs and enrichment activities.

Pupils look forward to the residential experience in Year 6. The choir enjoyed performing at the Sage Concert Hall in Gateshead and the Customs House Music Festival in South Shields. Some pupils have become highly skilled in sports such as cricket and represent the region in competitions.

Teachers value the opportunity to plan with colleagues from their partner school. They also appreciate the time given to them to lead subjects. Leaders of the strongest subject areas have a wealth of knowledge and experience.

They are thorough in checking what pupils are learning and highly supportive of staff development.

The members of the governing body invest their time heavily in the school. They undertake monitoring visits and review the provision.

Governors are highly supportive of leaders, but they ask challenging questions to hold leaders to account.

Safeguarding

The arrangements for safeguarding are effective.

Pupils are taught how to keep themselves safe in various situations.

Online safety is frequently discussed. Pupils learn how to contact the emergency services should they need to. This includes information about the coastguard and mountain rescue.

Staff know their pupils well. They are quick to deliver any additional lessons that may help them consider the risks in the area. For example, older key stage 2 pupils recently received lessons in road safety.

Staff are trained to recognise changes in behaviour that may indicate a safeguarding concern. Leaders work with external agencies to meet the safeguarding needs of pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not develop sufficient fluency in reading and/or read regularly for pleasure.

These pupils are at a disadvantage compared to their peers who have developed a wider vocabulary and can draw on a range of books to compare texts. Leaders should ensure that all staff know how to develop pupils' fluency in reading and apply this knowledge. Leaders should continue to develop ways to encourage pupils to develop a love of reading.

• In some subjects, the pedagogical approach to delivering the curriculum does not engage some pupils in their learning. As a result, these pupils do not remember as much of the curriculum content in these areas. Leaders should review these areas of the curriculum and support teachers to use the most appropriate pedagogical approaches.