Hopton Church of England Voluntary Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a small school and a 'big family'. Pupils enjoy coming to school.

Everyone is friendly. Most pupils behave well. They show respect for one another.

A few pupils struggle to access the breadth of the curriculum. They lack the resilience to keep trying when they encounter learning that they think is too hard. They disengage and give up.

This can impact on the learning of others. Changes implemented to support these pupils are beginning to improve attitudes to learning.

Pupils do not always remember the core content of the curriculum.

Pupils enjoy a range of subjects and can talk about what they are currently learning about. Some pupils... have gaps in their learning, and other pupils lack the opportunity to deepen their understanding.

Staff know pupils well.

The voice of the pupils is important. Pupils trust staff to help sort out problems when they arise. Pupils enjoy the responsibility of being playtime buddies, faith leaders and school councillors.

There are a range of trips and visits that enhance pupils' knowledge and understanding of the world beyond Hopton. Pupils can choose to participate in a number of clubs to pursue and develop their interests.

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

The school has been through a period of instability.

Most staff, leaders and governors were not in post at the last inspection. The curriculum is broad and balanced. However, inconsistencies and weaknesses in its implementation have meant pupils have not achieved as well as they could.

Leaders' plans to improve the curriculum are at an early stage of implementation. Until recently, the school did not have the team in place to make the changes needed.

Staff identified that pupils were not developing their phonics knowledge well enough.

The school has ensured that staff have the expertise to deliver the phonics programme effectively. Staff identify gaps in pupils' phonics knowledge and help them to catch up. Pupils read regularly in school.

Older pupils study a wide range of core texts. They talk enthusiastically about books and poetry they have enjoyed.

The curriculum is not always well matched to pupils' previous learning.

Staff do not routinely check pupils' understanding. This means some pupils find the work that teachers set too easy or too hard, while others continue to repeat mistakes. Consequently, some pupils do not achieve as well as they should.

The provision for pupils with special educational needs and/or disabilities (SEND) is improving. Staff identify potential barriers to learning. They regularly discuss the progress of all pupils.

The school has made changes to improve support for pupils with SEND. When needed, the school seeks advice and implements bespoke plans to meet pupils' needs.

Some children in the early years lack familiarity with the school's routines and expectations.

The implementation of the curriculum has not been consistent, and there are gaps in children's knowledge and understanding. Children can lose focus and struggle to concentrate during carpet time. Recent adaptations to the curriculum and provision in the early years are helping children develop good habits for learning.

Most pupils behave well. Outside, there are things to do at lunchtime. Older pupils teach younger pupils how to play games.

Pupils enjoy being able to build dens. However, some pupils do not have consistently positive attitudes to learning. They do not persevere when tasks are challenging.

They lose focus and sometimes disturb the learning of others. Recent changes are helping pupils to manage and talk about their feelings better. The school has taken effective steps to improve attendance and works with families to support pupils whose attendance is low.

The school has thought carefully about opportunities to enhance pupils' personal development. They learn about difference and other cultures. Pupils can develop their talents.

They take on leadership roles. Every pupil can represent the school at a sporting event.

Governors have secured the long-term stability of the school.

There is a full complement of permanent staff. The school is working closely with a multi-academy trust and the local authority to improve the quality of education. Staff value recent training and the opportunity to work with colleagues in other schools.

Changes are securing improvements and not adding to staff workload. The foundations for further improvements are in place. Parents have renewed confidence in 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)

• Some teachers do not make suitable adaptations to the curriculum to take into account pupils' prior learning. As a result, some pupils find the work too hard, and some find it too easy and do not achieve as well as they should.

The school should ensure that teachers can adapt the curriculum to take into account what pupils have learned previously so that they can build effectively on what pupils already know. ? Teachers do not use their checks on pupils' understanding effectively to identify where pupils have misconceptions or do not have a secure grasp of important knowledge. They do not identify where they need to consolidate pupils' understanding.

As a result, misconceptions and misunderstandings go unaddressed. Pupils repeat mistakes and do not achieve as well as they should. The school should ensure that teachers use their checks on pupils' learning to address misconceptions and inform their planning for future learning.

The school has not ensured that some pupils, including some children in the early years, develop positive attitudes to learning. This can result in other pupils' learning being disrupted. The school should ensure that staff implement agreed approaches to promoting positive behaviour and attitudes consistently.