Hindlip CofE First School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are enthusiastic about coming to this school, which they attend very regularly.

Children in Reception cheer with excitement when they get a question correct. They love 'COOL time' (carry on our learning). The school wants all pupils to do well.

The school is very successful in engaging those who find learning hard or who struggle with their emotions. As a result, all pupils succeed. Standards in reading, writing and mathematics are consistently very high.

In addition to the wide range of subjects they study, pupils have a vast array of clubs and activities to enjoy. These include their award-winning 'TH radio', electronics and cookery clubs and several... choirs. In lessons, pupils learn about their local area, including the history of the salt industry in Droitwich Spa.

Pupils maintain exemplary behaviour and attitudes to learning, reflecting 'The Hindlip Way'. They are respectful to staff and other pupils, including those from different backgrounds. They are proud of having welcomed refugees to the school.

Pupils take on responsibilities, such as play leaders. They recently elected a pupil prime minister.

Pupils know how to keep themselves safe online and through swimming.

There is always an adult to talk to if they are worried or upset.

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

The school has a very ambitious curriculum in place. It is skilfully adapted for mixed-year classes to ensure all pupils achieve the same learning objectives in each subject.

Plans are carefully sequenced from Reception onwards to ensure pupils build on their previous learning. For example, in history, children's learning in Reception about the Victorian times is built upon in subsequent years.

Pupils are very well prepared to learn to read from the start of Reception.

Those who find reading difficult, or are at an early stage in reading, have the phonics skills they need to decode unfamiliar words. Books are very well matched to the letters and sounds pupils know. Adults are highly skilled in helping pupils to read and helping them develop the confidence they need to read fluently.

The school actively fosters a love of reading among pupils, both during breaktime and in the designated reading area. The well-resourced stock of books also promotes diversity of life in modern Britain, with the representation of different backgrounds, faiths and families.

Many teachers are specialists in the subjects they lead.

This means they have an in-depth knowledge to check how well the curriculum is delivered. Despite the small size of the school, and the need to take on many responsibilities, leaders allocate teachers dedicated time for this.

Adults are highly skilled in the use of questioning and eliciting full sentence answers from pupils, including in mathematics.

The emphasis on speaking and developing fluency starts in early years. This is enhanced as pupils move up through the school. Pupils develop a rich and extensive vocabulary through the subjects they study.

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) well. The curriculum is very carefully adapted for these pupils. Consequently, all pupils can learn the full curriculum.

Where a small number struggle to manage their emotions, adults are highly effective in re-engaging them without disrupting the learning for others. Parents responding to the survey were extremely grateful for the lengths that the school goes to to meet their children's needs.

The school has developed a very effective assessment tool to check how well pupils are doing in each subject.

This enables them to identify what pupils have achieved and where learning needs to be revisited.

The school has conducted an extensive audit of personal development. Each class gains an extensive, rich experience of clubs and activities.

Uptake is very high, including for disadvantaged pupils and those with SEND. The school promotes diversity through Indian dance, visits to places of worship and links with Uganda. Pupils promote social justice through food parcels for homeless shelters.

In addition, the school consistently promotes aspirational careers.

Staff were very appreciative of the measures taken by the leaders to reduce their workload, including the opportunity to plan at home and liaise with their counterparts in the partner school. The promotion of staff well-being is high on leaders' agenda.

Governors are very experienced and bring significant aspects of expertise to their roles, including in education, safeguarding and SEND.

Almost every parent responding to the survey said they would recommend the school to another parent.

Safeguarding

The arrangements for safeguarding are effective.