Hendal Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is an engaging and nurturing place to learn. Pupils glow with pride when they talk about their school and the work that they have done. The school's values of 'belong', 'aspire' and 'achieve' underpin the approach of the staff and positive attitudes of the pupils.

Pupils are unfailingly polite and respectful. Excellent relationships with teachers ensure that pupils feel safe. Pupils are greeted with a warm smile and arrive expecting to learn and enjoy their day.

The school is highly ambitious for every pupil. Pupils thrive in the supportive and caring environment. They learn effectively and study a broad curriculum with enthusiasm.

Pupils love to read an...d appreciate the many opportunities to do so. In the early years, children enjoy exciting days of learning and discovery. They benefit from high expectations and well-established routines.

There is a calm and purposeful atmosphere in school. Pupils are thoughtful and kind towards each other. They are confident and independent.

Behaviour is exemplary in lessons, where pupils focus and work with determination. Pupils talk with enthusiasm about their many leadership roles and their contribution to the school and wider community. Older pupils take their position as role models for younger children seriously.

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

In some subjects, the curriculum is detailed and very well sequenced. Teachers use this effectively. In lessons, pupils revisit prior learning and they talk confidently about their learning and remember important knowledge.

In other subjects, however, the ambition of the curriculum is not yet realised. Pupils' progress through these subject curriculums slows as teachers are unclear about the steps in learning that pupils need to make. Teacher checks are used in lessons to ensure that all pupils learn effectively.

However, teacher checks at the end of a sequence of lessons are not always focused on expected learning. In some subjects, therefore, teachers are unable to clearly establish what pupils have learned over time and where any gaps remain.

A rigorous and effective approach to teaching phonics ensures that pupils learn sounds quickly.

Staff are well trained and highly skilled. Teaching is precise. Staff check which sounds pupils know.

Pupils confidently read books matched to the sounds that they are learning and practise writing the sounds and words that they know. Where needed, extra support is delivered with expertise so that pupils can keep up with the phonics programme.

Older pupils know that reading is an important life skill.

They read confidently, taking note of punctuation and using expression. Pupils discuss characters and plot with understanding. They enjoy hearing adults read and appreciate the wide range of books available to them.

The needs of pupils with special educational needs and/or disabilities (SEND) are securely identified and very well met. Staff work hard to ensure that barriers to learning are reduced. They know and understand pupils' individual targets.

As a result, they make thoughtful adaptations so that learning is successful.

Children in the early years become confident, curious learners. They enjoy excellent relationships with the adults.

A sharp focus on communication and language skills means that children learn from every activity. Adults set up the engaging indoor and outdoor environments to promote learning and independence. Sometimes, learning is not as successful as it could be because the curriculum does not always identify clearly enough the expected steps in learning.

Personal, social and emotional development is strong. This helps to prepare children in the Reception Year for key stage 1.

The whole school environment promotes positive behaviour.

Pupils manage their behaviour well because they understand what excellent behaviour is. They are highly respectful towards each other and the adults in school. Bullying is rare and pupils are confident that, if it does happen, adults in school will sort it out quickly.

The school is working hard to improve overall attendance and reduce the rate of persistent absence. However, the impact of this is still to be seen. Some pupils miss out on important learning and the wider opportunities offered by the school.

Personal development underpins school life. Pupils learn to be safe and talk with maturity about their digital footprint. They model tolerance and respect and understand equality.

Pupils talk with confidence about different faiths and cultures and the characteristics of people in school and society. They discuss ideas like democracy, individual liberty and the rule of law knowledgeably. Pupils contribute to the wider community, for example by engaging in sustainability projects with local businesses.

Pupils value access to a wide range of clubs and activities. Well-planned visits, visitors and enrichment activities help pupils experience the world beyond the school. They are exceptionally well prepared for life in modern, diverse Britain.

The school considers the well-being and workload of staff, who value the support that they receive. Parents and carers are overwhelmingly positive about the school. One parent reflected the views of many when they said, 'Hendal is a special school, with staff who care deeply about the children.

They go above and beyond to support the children and their families, and my child is extremely happy at the school.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum is not focused on the essential knowledge and skills that pupils need in order to remember cumulatively over time.

As a result, learning in some subjects is not as successful as in others. The school should ensure that the curriculum in all subjects focuses on the most important knowledge and skills that pupils need to remember and use. Leaders, at all levels, should check that these are being implemented and ensure that teacher checks are closely aligned to the intended curriculum.