Hogsthorpe Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Hogsthorpe Primary Academy is an inclusive school where pupils get the opportunity to shine. It is a welcoming place, and pupils are very supportive of each other. One pupil echoed the views of many when they stated, 'We look out for each other.'

Older pupils act as positive role models to younger pupils. The school is proud to be at the heart of the community.

The school is ambitious for all pupils.

Most pupils achieve well. Pupils know the school's values and demonstrate them in abundance. They show kindness to each other and recognise the need to be respectful.

Pupils' behaviour is calm and purposeful. They feel happy and safe.

Pupils wi...th special educational needs and/or disabilities (SEND) are well supported throughout the school.

Staff show complete dedication to ensuring that all pupils are able to access the curriculum.

The school provides opportunities for pupils to be involved with clubs and activities beyond the classroom. Pupils talk positively about the clubs that they attend.

These include sports, art, games and drama club. Pupils are also given the opportunity to work with the Royal Opera House and devise their own performances.

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

Reading has been prioritised across the school.

Children learn to read as soon as they start school. The school regularly checks how well pupils improve their reading skills. Pupils who need additional support with their reading benefit from timely and appropriate intervention.

Older pupils are able to talk confidently about the skills that are connected to reading. Pupils benefit from the opportunities that they have to engage with different stories and texts.

The curriculum is ambitious.

The school has carefully sequenced the knowledge and skills that pupils should learn. The curriculum has a focus on developing pupils' vocabulary at its core. Pupils confidently and accurately use subject-specific vocabulary to discuss their learning.

In mathematics, pupils are able to explain the different techniques that they would use to solve mathematical problems. Pupils develop secure knowledge of the subjects they study. They are well prepared for the next steps in their educational journeys.

Teachers have a good subject knowledge. They encourage pupils to share their thinking with each other to deepen their understanding. Pupils enjoy the opportunities that they have to discuss and debate issues and moral dilemmas.

Teachers and leaders quickly and accurately identify the needs of pupils with SEND. The school works with parents and carers of pupils with SEND to ensure that they are able to provide the support that pupils may need. Lessons are adapted to meet the needs of pupils with SEND.

Pupils with SEND develop their understanding of the curriculum alongside their peers.

Children in the early years are welcomed into the school. Older pupils take it in turns to support younger children during break and lunchtime.

The curriculum in the early years has been well considered. However, it is not always clear what the precise knowledge is that teachers want children to learn. Adults do not always take opportunities to develop children's learning in the early years environment.

This means that some children do not develop their knowledge and skills as quickly as they could.

Pupils demonstrate positive attitudes to their learning. They are kind and respectful to each other.

However, some pupils do not attend as often as they should. This means that some pupils are missing out on essential learning and falling behind their peers. The school challenges poor attendance and supports families where possible.

This has led to some improvement, however, absence for some pupils remains high.

Pupils access a wide range of opportunities beyond the classroom, including clubs and trips. Pupils embrace these opportunities.

Recently, older pupils have taken part in a project with the Royal Opera House. They talk with joy as they share their involvement in this project. Pupils are also able to take on leadership roles, such as house captains and young leaders.

Pupils recognise that these roles help them to develop their confidence and to prepare for life beyond school.

Staff are proud to be members of the school community. They know the children and their families well.

Staff feel supported and valued and feel that their workload and well-being are taken into consideration. The school is a happy environment.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not ensured that some staff in the early years have the expertise to design learning activities that build on what children know and can do already. This means that some children in the early years are not as well prepared for key stage 1 as they should be. The school should ensure that it provides staff with suitable guidance so that they can deliver the curriculum consistently well across the early years.

• Some pupils do not attend school as often as they should. Therefore, these pupils miss out on accessing the good quality of education that the school provides, including the extra-curricular offer. The school should ensure that strategies to reduce absence are sustainable and able to change the culture of attendance for pupils.