Horton Grange Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this caring and inclusive school. They enjoy positive relationships with adults.

Pupils know that if they have a concern, they can go to any adult in school for help. They are safe and happy.

The school has very high expectations for all pupils.

Pupils are determined to do their best. From low starting points, pupils achieve highly in the end of key stage 2 national assessments.

Pupils' behaviour is exemplary.

The school has set an ambitious standard of behaviour. Pupils know what is expected of them. The small number of pupils who struggle with behaviour receive the necessary support to help them succeed.

...>Pupils value the calm learning environment and settle quickly to work. They are considerate of others and polite.

Pupils aim to model the 10 school values.

They are proud of the certificates and the 'Marvellous Me' badges they receive for doing so. Pupils look after each other and demonstrate an empathy for those less fortunate. For example, they raised money for an international charity to support children living through war.

Pupils care about the community they live in and readily take part in community initiatives, such as to promote road safety.

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

Pupils are enthusiastic about reading. They read regularly at home.

Most pupils achieve well in phonics. Pupils read books that are well matched to their phonic knowledge. Pupils who fall behind are helped to catch up through regular practise sessions.

From the early years, children are taught how to write their letters correctly and to spell simple words using their growing knowledge of phonics. However, pupils do not have sufficient opportunity to practise their letter formation. This results in them making many errors in their writing, continuing into key stage 1 and beyond.

Staff do not address writing errors in pupils' work consistently.

The curriculum is ambitious. The school has carefully sequenced the knowledge and skills that pupils should learn from the beginning of the early years.

Teachers are enthusiastic and have secure subject knowledge. They break subject content down into small steps of learning and select appropriate resources to support learning. However, there are some inconsistencies in how well the curriculum is delivered and the depth of pupils' subject learning.

Staff identify the needs of pupils with special educational needs and/or disabilities (SEND) and make adaptations for them through targeted adult support and the effective use of resources. Pupils with SEND have access to the same range of ambitious opportunities as their peers. On occasion, strategies to support pupils with complex needs are implemented too slowly.

Leaders are aware and training is in place to support staff to do this effectively.The school's curriculum and provision for early years, including for two-year-olds, is well planned. Clear routines and high expectations from the start of early years support pupils to behave extremely well.

Children learn how to share and wait for their turn. They demonstrate increasing levels of curiosity, independence, and enjoyment. Adults interact with children extensively to develop their language and communication.

Improving pupils' attendance is a priority for the school. The school has established a wide range of strategies to improve pupils' rates of attendance. Leaders seek external support, where necessary.

As a result, the attendance of most pupils is improving. A minority of pupils are still absent too often.

The school promotes pupils' wider development exceptionally well.

There is a well-planned and age-appropriate personal, social and health education programme. Pupils learn how to keep themselves safe. They are taught how to be healthy, both mentally and physically.

Staff teach pupils about respecting other people's faiths, cultures, and ways of life. Racism and discriminatory behaviour are not tolerated.

The school enriches its curriculum through carefully thought-out educational outings and experiences.

For example, sporting tournaments, visits to places of worship and the opportunity to play a musical instrument. 'Young Leaders' in Year 5 are eagerly looking forward to completing their training to support younger pupils at breaktimes.

Those responsible for governance carry out their statutory duties effectively.

Staff receive the support that they need to carry out their roles effectively. Most parents are positive about the work of the school. Some said they would like more information about what their child is learning and the progress they are making.

Staff appreciate the consideration that the school takes towards their workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is some inconsistency in the implementation of the school's curriculum.

As a result, there is variability in the quality of pupil outcomes across classes and some pupils do not remember the important knowledge they have learned. The school should ensure that staff across all classes are equipped to implement the curriculum effectively. ? Pupils do not get sufficient opportunities to practise the letter formation they are taught in phonics lessons.

They make many errors in their writing and staff do not address these swiftly or consistently. This means that pupils do not progress to composing pieces of writing with accuracy. The school should ensure that correct letter formation is embedded before children progress to writing composition.