Hopping Hill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy life at Hopping Hill Primary School.

The culture here is built on strong relationships. Staff prioritise getting to know all of the pupils very well. They make sure that pupils feel safe and listened to.

Expectations of pupils' behaviour are high. Pupils respond well. They demonstrate good learning habits and positive attitudes.

Staff strive to make sure that the interesting curriculum helps pupils gain knowledge and broaden their vocabulary. Pupils with special educational needs and/or disabilities (SEND) take part in the same activities as their peers whenever possible. When appropriate, pupils with more complex needs benefit from effective per...sonalised support.

Pupils flourish and most achieve well.

There is a wide range of extra-curricular activities on offer at the school. Many pupils take part enthusiastically in a variety of different sports, as well as cooking, sewing and other clubs.

All pupils in Years 4 and 6 have the opportunity to go on residential trips. Forest school lessons provide further memorable experiences. Visitors share stories of different cultures and local history.

Older pupils are proud to act as role models to their younger peers by taking on responsibilities such as sports leaders and reading influencers.

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

The school has identified the knowledge that pupils will learn at each stage. It is sequenced in a way that helps pupils deepen their understanding as they progress through the curriculum.

Subject leaders continually refine the curriculum to make sure that this is the case. However, in some subjects, the curriculum does not identify what pupils will learn as precisely as it could. This means that sometimes there is a lack of clarity about the knowledge that pupils should learn and remember.

The school places a high priority on reading. Children begin phonics lessons at the start of the Reception Year. Staff teach phonics accurately.

They provide daily opportunities for pupils to practise reading from books that match the sounds they know. Most pupils quickly learn to read. Staff check pupils' reading knowledge often.

They provide effective support for any pupils who fall behind. Pupils in key stage 2 benefit from a reading curriculum centred around challenging and interesting texts. These are well chosen to help pupils learn about the wider world as they develop their reading fluency and confidence.

Staff have good subject knowledge. They explain things clearly. Staff check routinely that pupils understand new information and can remember what they have learned previously.

Pupils readily take opportunities to work together and discuss their learning. Activities help pupils to apply their new knowledge and practise their skills. Most of the time, pupils secure their knowledge and can remember what they have learned.

However, on some occasions, because the most important content has not been defined precisely, activities are not focused as sharply as they could be, and pupils' learning is less secure.

Staff consistently adapt learning to ensure that all pupils can be successful. For example, in mathematics, pupils may use physical resources to help them make sense of new concepts.

The school quickly identifies when pupils have additional needs. Staff make sure that pupils with SEND receive the support they need to learn independently and achieve well.

In the early years, children follow routines eagerly.

They are enthusiastic to learn and play together. A wide range of activities and resources excite children and stretch their curiosity. However, some of the activities do not engage children purposefully so that they gain the knowledge and skills identified in the curriculum.

This means that some children are not as well prepared for key stage 1 as they should be.

The school promotes pupils' wider personal development well. In personal, social and health education lessons and assemblies, pupils learn how to stay safe and maintain good physical and mental health.

Staff encourage pupils to talk about how they are feeling and help them to regulate their emotions. In religious education lessons, and across the curriculum, pupils learn about different faiths and cultures. They are tolerant, respect diversity and understand equality.

Almost all pupils behave well in lessons and around school. Staff deal with any poor behaviour calmly and fairly. They provide excellent support to pupils who struggle to regulate their behaviour.

Pupils are proud to earn rewards for good conduct and for demonstrating the school values.

Most staff say that they are proud to work at the school. They value the help they get to manage their workload and develop their expertise.

Governors know the school well. They provide effective support for school leaders to continue to develop all aspects of the school's provision.

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 important knowledge that pupils need to learn has not been identified precisely enough. As a result, learning activities sometimes lack focus and pupils do not build their knowledge securely. The school needs to ensure that the curriculum identifies exactly what pupils need to know and remember in all subjects.

• Some of the activities in the early years are not focused sharply enough on the planned curriculum. As a result, children sometimes do not acquire important knowledge and skills as quickly and securely as they could. The school needs to make sure that activities in the early years are designed to give children the knowledge and skills that they need to be well prepared for key stage 1 and that staff support children to engage with these activities purposefully.

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