Hornby St Margaret’s Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and relaxed at this small school. They enjoy coming to school and form trusting bonds with staff and with each other. Pupils know that staff will listen to any worries that they may have.

They feel valued and respected.

Pupils behave well during lessons and at playtimes. They are courteous towards staff and one another.

Pupils enjoy the rewards and the 'house points' that they receive for behaving well and demonstrating the school values.

The school wants the best for pupils' achievements. However, in some subjects, this aim is not realised.

The school's expectations of what pupils should achieve are not high enough. Weaknes...ses in how well the curriculum is designed and delivered in these subjects mean that some pupils, including those with special educational needs and/or disabilities (SEND), do not develop a deep body of knowledge over time. They do not achieve as well as they could.

Pupils benefit from a range of trips and clubs. For example, they spoke excitedly about visiting a castle, travelling on a train and going caving, as well as residential trips and caring for animals. These experiences enable pupils to explore new interests and to develop their talents.

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

The school fosters a love of reading. Pupils benefit from reading a wide range of interesting books. Staff have received training to deliver the phonics programme effectively.

Typically, pupils who do not keep up in their reading are supported to catch up quickly. As a result, most children in the Reception class and pupils in key stage 1 gain a secure knowledge of phonics.

In some subjects, the school has ordered learning thoughtfully.

In these subjects, when staff introduce new content they ensure that it builds on pupils' previous learning. In the main, staff check on what pupils know and can remember. They use this information to shape future learning.

In several other subjects and areas of learning, the school has not ensured that the knowledge that pupils should learn is clear enough for staff. Subject leadership in these curriculums is underdeveloped, and the school does not provide effective support. This means that these subject curriculums are not designed effectively and that the implementation remains unchecked.

Teachers do not receive the guidance and support that they need to design appropriate learning activities that enable pupils to know and remember more. Consequently, some pupils, and children in the early years, do not achieve as well as they should.

The school accurately identifies pupils' additional needs, including for those with SEND.

However, for some pupils with SEND, access to the curriculum is not adapted consistently well. This means that, in some subjects, these pupils do not learn as well as they should.

Pupils behave well in classrooms and around the school.

They engage in their learning and are attentive during lessons. Children in the early years settle in well. They receive effective support to quickly learn classroom routines and expectations.

This helps children to learn and to play cooperatively alongside each other.

Pupils are proud of their leadership responsibilities, such as being members of the school council. They support charities through fundraising initiatives and welcome being involved in community projects, such as litter picking.

Pupils learn how to look after their own mental health and to also consider the well-being of others. These rich opportunities help pupils to make a positive contribution to the school and to the local community.

The school is considerate of staff's workload and well-being.

For example, it reflects on the impact of implementing new initiatives to ensure that these do not cause undue workload for staff. The governing body is also mindful of staff's well-being. The governing body is newly formed as of the start of this academic year.

As such, governors do not have an accurate view of the school's strengths and areas for improvement. This means that the governing body does not provide the level of challenge that the school needs to ensure that pupils receive a high-quality education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In several subjects, including areas of learning in the early years, the school has not identified clearly enough the important information that pupils should learn and when this should be taught. This hinders staff in designing learning in these subjects and checking that pupils achieve as well as they should. The school should ensure that teachers are clear about the essential knowledge that pupils should learn and when this should happen.

• The leadership of some subjects is underdeveloped. This means that teachers are not provided with the support and guidance that they need to deliver the curriculum well. The school should ensure that it develops subject leadership so that teachers are helped to deliver all subject curriculums effectively.

• For some pupils with SEND, the curriculum is not adapted consistently well. This means that these pupils struggle to learn as well as they should. The school should ensure that suitable adaptations are in place so that pupils with SEND are able to access the full curriculum.

The governing body does not have sufficient understanding of the quality of education that pupils receive. Over time, it has not challenged the school sufficiently well about pupils' learning. Governors should ensure that they gain a clear oversight of the effectiveness of the quality of education and hold the school to account for its actions to bring about improvement.