Horninglow Primary School

Highlights from Latest Inspection

Outcome

Horninglow Primary: A de Ferrers Trust Academy has taken effective action to maintain the standards identified at the previous inspection.The headteacher of this school is Roz Winter.

The school is part of The de Ferrers Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Kathy Hardy, and overseen by the trust board, chaired by Fee Stagg.

What is it like to attend this school?

Pupils thrive at this caring and inclusive school.

This is typified by the warm welcome pupils receive each morning. The school is ambitious for all pupils, including pupils with special educational needs... and/or disabilities (SEND). Pupils receive the support they need to achieve well.

The school is determined to give pupils the best possible start.

The school enriches the curriculum through educational trips and visiting speakers. There are visits to places of worship and talks by authors and members of the emergency services.

Pupils are enthusiastic about these experiences, which they say help them to think about careers they would like in the future.

Pupils feel safe in school and feel confident to share their worries with staff. The school has high expectations for pupils' behaviour.

There are well-established classroom routines, including in the early years. Pupils know what is expected of them and behaviour in lessons is positive. The school has ensured that effective support is in place for a small number of pupils who struggle to manage their own behaviour or emotions.

However, during some social times, expectations for behaviour are not reinforced consistently. When this happens, some pupils do not behave as well as leaders expect.

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

The school has developed a broad and diverse curriculum.

Pupils benefit from an ambitious curriculum that runs from the early years to Year 6. The school has thought about the important knowledge it wants pupils to learn and has ordered it logically. There is an emphasis on developing language, vocabulary and writing skills right from the start.

In mathematics, children in the early years secure their understanding of number. This knowledge is built on securely as pupils move through the school. Pupils are given lots of opportunities to use their prior learning in their mathematics lessons.

Pupils generally achieve well and are enthusiastic about their learning.High-quality curriculum training has helped teachers to deliver the curriculum effectively across a range of subjects. Most of the time, the strategies used to check that pupils are remembering important knowledge work effectively.

In nearly all subjects, pupils progress through the curriculum well. However, in some subjects, teachers do not routinely check pupils' understanding of what has been taught. When this happens, some pupils do not have the required knowledge to complete the set tasks, while others are ready to learn something new.

This hinders the progress pupils make in these subjects.Children begin to learn phonics as soon as they start school. Staff deliver the phonics programme consistently.

The books that children read match the sounds they are learning in class. Teachers use systems to quickly identify any pupils who need extra help with their reading. The school has nurtured a love of reading through links with the local library and visits from authors.

In the early years, children regularly hear and repeat songs, stories and rhymes. This helps them to develop their speaking and listening skills. Older pupils speak enthusiastically about their daily story time.

Pupils say that the books they read are interesting and encourage them to read more widely.

The school quickly and accurately identifies pupils with SEND, including children in the early years. The school works well with parents and, when necessary, external agencies.

Staff support pupils effectively. Pupils with SEND are fully included in lessons and all aspects of school life. This is reflected in the comments of many parents, who state, for example, that the school is prepared to 'go the extra mile'.

Pupils develop a range of attributes and skills through the school's enrichment offer. They take part in a range of activities, such as chess, crafts and sports. Additional swimming sessions and water safety education are also part of the school's offer.

Pupils benefit from links with the emergency services. Recently, children took part in the 'brilliant brushers scheme', helping them to understand the importance of good oral health.Professional relationships between pupils and staff are warm and respectful.

Pupils speak respectfully about different faiths and lifestyles. The school delivers a range of assemblies to help pupils understand the importance of fundamental British values. Pupils practise these values through their leadership roles on the school council and pupil leadership team.

As a result, pupils are well prepared for life in modern Britain.

The school, including the trust and local governing body, is a dedicated and effective team. The school takes positive action to make sure staff workload is manageable.

Staff speak highly of the professional learning opportunities on offer. They describe the school as 'considerate of their well-being'.

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 subjects, teachers do not routinely check how well pupils have learned important knowledge. When this happens, teachers do not identify accurately when some pupils do not remember important learning or when other pupils are ready to learn something new. The school should ensure that teachers use assessment strategies more effectively so that pupils undertake tasks better matched to what they know and can do.

• During social times, staff occasionally miss opportunities to reinforce the behaviour expectations as set out by leaders. This means that some pupils do not consistently follow rules and routines and behave as well as leaders would expect. The school should ensure that staff have the confidence to manage all pupils' behaviour consistently well.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in April 2019.