Hope Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school is ambitious to ensure that pupils are 'stewards of the environment'. Pupils, and children in the early years, receive many opportunities to explore and learn in the outdoors.

Pupils relish this learning. They show respect and pride for the beautiful geography that the school sits within.

Staff have high expectations of pupils' achievement, behaviour and conduct.

The behaviour policy is clear and well understood. Pupils follow the 'golden rules' and feel safe. They appreciate the sticker rewards they receive for behaving well.

Pupils view the school as a kind, friendly and happy place in which to learn. Pupils' achievement is improving..../>
The school provides lots of opportunities to extend pupils' talents and interests.

Pupils can study art, French, tai chi and multi-sports. They take part in community events, such as the Wakes Week parade. Recently, they performed with the local opera house.

Pupils express genuine gratitude for these rich additions to their education.

Pupils' health is a school priority. 'Well-being Wednesdays' promote pupils' positive mental health and well-being.

Pupils particularly appreciate the well-being treats and celebrations that they receive. They said that these events help them to feel really good about themselves.

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

The school has responded swiftly to address the areas identified as needing improvement at its previous inspection.

The curriculum in most subjects is now well planned. There is appropriate coverage of the national curriculum. Pupils now read widely and often.

They experience a rich variety of beautiful books.

More subject leaders have been appointed. There is now closer oversight of subjects such as science, for example.

Staff now receive a range of high-quality opportunities to develop their knowledge, talents and interests. Some staff share their expertise with teachers in other schools. This staff development has resulted in an improvement in the quality of education that pupils receive.

In lessons, teachers ensure that they offer clear explanations to pupils. They skilfully model their high expectations. In music, for example, pupils are confident and accurate performers because they receive expert teaching.

However, the quality and accuracy of assessment needs to improve further. This is particularly the case in the early years and in a few foundation subjects. Some gaps in learning are not identified quickly enough.

This can slow pupils' learning.

Children receive a great deal of care and support in the early years. They know the well-established routines.

They quickly become independent. Outdoor provision is strong. Children are engrossed in activities, including making 'pumpkin pie' ready for Halloween.

Additional adults engage in positive conversations with children. This extends children's speech and language. However, there are not enough checks in place to make sure that children have learned the knowledge that they need to.

There is a well-planned and sequenced phonics curriculum. The curriculum is taught consistently by staff. The reading books match the letters and sounds that pupils are learning.

Pupils receive effective support to develop reading fluency. Parents and teachers work closely together to make sure that pupils read regularly.

Pupils with special educational needs and/or disabilities (SEND) receive expert support and care.

Identification of pupils' special educational needs is swift. The school ensures that pupils get the help that they need from external agencies. Lessons are suitably adapted.

For example, in mathematics, teachers ensure that pupils with SEND work with a range of useful equipment to help with their learning of number. Suitable visual prompts support the pupils with SEND who have language difficulties. Parents express great appreciation.

They value the extent to which the school will go to ensure that their child receives a positive and inclusive education.

Pupils' attendance has improved. Fewer pupils are regularly absent than in the past.

The school's actions to improve punctuality are effective.

Pupils have a strong understanding of protected characteristics and why they are important. They said that they do not like 'unfairness of any kind'.

Pupils' involvement with local churches adds to their education and sense of community. The curriculum ensures that pupils have a broad understanding of different faiths and religions other than their own.

Leaders, including governors, have taken effective steps to improve the school.

Work across the federation of two schools has been particularly beneficial.

Staff feel well supported. They know pupils and their families very well.

They are extremely proud to work 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 a few foundation subjects and in the early years, assessment is not used effectively.

As a result, gaps in knowledge are not well known or addressed. The school must ensure that more effective assessment is planned and used to check that pupils and children have remembered and understood the key knowledge needed from the taught curriculum. They should make sure that pupils and children acquire the knowledge and skills appropriate to their starting points and that they are well prepared for their next learning steps.