Hindringham Church of England Primary School

Highlights from Latest Inspection

Outcome

Hindringham Church of England Voluntary Controlled Primary School continues to be a good school.

What is it like to attend this school?

There is a strong sense of community at this small school. All pupils, from Nursery up to Year 6 enjoy spending time together, both in their play and work.

They are kind to each other. The older pupils naturally look out for and check on the youngest pupils without needing to be asked. They really enjoy playtimes, where there is lots to do.

They play tennis together, use scooters and balance on the varied play equipment.

The school expects pupils to work hard and to do well, and they do. Pupils get lots of practice using important... mathematics and writing skills.

Adults give pupils personalised advice on how to improve their work. When adults are working with particular year groups or individuals, the other pupils are highly respectful of them and engage in their own work or play quietly and sensibly. When pupils fall out with each other, or are a little silly, they know that the adults will sort this out.

Pupils feel safe at the school. They have good relationships with the adults and can name people they would go to if they were upset or worried.

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

Pupils study a broad and balanced curriculum that really interests them.

They talk with excitement about what they have learned, for example about the Romans in Britain. The school makes sure that the pupils in each class are challenged appropriately for their age and ability.

Staff know each pupil really well.

Staff use this knowledge to ensure that each pupil learns all they need to move on. The way that the curriculum is laid out is more detailed in some subjects than in others. In some subjects, it is not always clear what should be taught and when.

This means that leaders are not always sure that the entire curriculum has been taught or to what standard. The school is introducing clearer guidance about what knowledge should be taught in each topic, but this is at an early stage.

Pupils do well in their time at the school and most make strong progress.

Those pupils who do need extra time to catch up get this. Staff weave additional catch-up work into normal class sessions or have extra small groups to focus on key skills. Pupils with special educational needs and/or disabilities (SEND) have careful adaptations made to learning so they can access the curriculum.

Pupils with SEND typically progress well in their learning.

Reading is taught well. Pupils read very regularly and practise the sounds they individually need to work on.

They quickly become fluent readers.

Pupils learn about different religions and discuss difficult questions in lessons and assemblies. The location of the school means that pupils do not have day-to-day exposure to the wider, multicultural nature of modern Britain.

Pupils do not have enough opportunities to learn about different cultures, for example through art or the books they read.

Pupils are respectful of each other and adults. Pupils are welcoming and polite.

Behaviour in lessons is of a high standard. Right from the start of nursery, children see the older pupils demonstrating this good behaviour and so learn the routines and expectations.

Staff ensure that the youngest pupils have access to a wide range of interesting activities to explore and play with.

Staff model precise language and new words to pupils. Children in early years show high levels of concentration and can focus on a task for a sustained period. Children are well prepared for Year 1.

The school is a happy place, and this includes for staff. They feel well supported by leaders and work closely with the other federated schools. Governors are experienced and challenge leaders effectively.

The school is well led and managed.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The way that the curriculum is laid out is more detailed in some subjects than others.

This means that some pupils are not always taught the precise knowledge they need to be able to tackle future learning. The school needs to ensure that the curriculum sets out clearly the precise knowledge that pupils should learn in each subject. ? The school does not provide pupils with sufficient opportunities to learn about different cultures and societies.

This means that pupils do not fully develop their understanding of modern, multi-cultural Britain and the world. The school needs to ensure that there are more opportunities for pupils to understand further their place in British society and the wider world.

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 an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in July 2018.