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Houghton Primary School continues to be a good school.
What is it like to attend this school?
Pupils enjoy attending Houghton Primary School. Pupils and staff have fostered relationships that make the school feel like an extended family.
Older pupils look out for and support younger pupils. Pupils understand that staff have high expectations of how they should behave. Every pupil understands these expectations and demonstrates them in their conduct.
Pupils enjoy learning and have a real thirst for knowledge. They benefit from an engaging curriculum that is well planned. Parents value how their children are encouraged to learn more.
The views of many parents were e...xemplified by one who said, 'Children wake every morning excited to go to school and come home bubbling with enthusiasm'.
Pupils feel happy and safe. They understand what bullying is, and they say that it rarely happens.
When it does happen, it is dealt with quickly.
Pupils enjoy the opportunity to take part in a wide range of clubs and experiences. They relish the chance to represent their school in fixtures and tournaments.
Other opportunities include taking part in the annual 'Young Voices' event, where pupils sing alongside professional musicians and artists.
What does the school do well and what does it need to do better?
Leaders have designed an ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). In most subjects, they have broken knowledge down into small chunks.
These are carefully sequenced from the early years to Year 6. Teachers value the support they have received from recently appointed subject specialists, which has improved their understanding of the curriculum. Consequently, teachers are able to layer new learning on existing knowledge.
Most teachers provide clear, model answers to questions. They use these to support pupils to break down complex tasks into small parts. When this happens, pupils' learning is secure, and they can link new concepts to previous learning.
They can transfer knowledge in a rich and detailed way to other areas of the curriculum. Sometimes, pupils are not as clear about how to break a task into manageable parts. They are uncertain about their intended learning and how to complete an activity.
As a result, some pupils disengage from learning and develop gaps in their knowledge.
Leaders have implemented a consistent process of gathering information about what pupils know. Regular assessments provide useful information about how much pupils can recall.
Teachers use this information to identify where there are gaps in pupils' knowledge. They then plan future learning and fill these gaps effectively. However, some teachers are not efficient in checking pupils' work quickly enough.
This means that the progress of some pupils is slowed, while others pick up and embed misconceptions.
Leaders set reading at the heart of the school curriculum. Children begin to develop their phonics knowledge from the minute they start school.
The phonics programme sets out clear progression through the early years and Year 1. Books are carefully mapped to match the sounds that pupils have learned. Leaders check progress and are quick to intervene if a pupil begins to fall behind.
As a result, pupils are generally fluent and confident readers. They enjoy reading and are enthusiastic when discussing what they are reading.
Pupils with SEND are well provided for.
Leaders carefully consider curriculum and teaching adaptations. This helps pupils to make progress through the curriculum. Highly trained staff support pupils with SEND in class.
Extra support is timely and focused. It is effective in moving pupils on while building their independence.
Pupils generally behave well.
There are few incidents of behaviour that disrupts the learning of others.
Leaders have ensured that the early years provision is ambitious and stimulating. Learning opportunities are mapped to topics and other curriculum areas.
Children use the established routines to remain purposeful. Staff enable children to expand their vocabulary over time. Children are well prepared for Year 1.
Pupils are keen to take on roles and responsibilities. The recently reformed school council has worked with catering staff to revise the lunch menus. Pupils act as reading buddies for younger children and take responsibility to run the school library.
These opportunities mean that pupils feel part of the wider school community. They understand the importance of making a positive contribution to society.
Staff work together collaboratively.
They recognise that leaders and governors are considerate of their workload. They are proud to work at the school.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have embedded a strong culture of safeguarding across the school. All staff receive regular safeguarding training. This means all staff understand their safeguarding responsibilities and are vigilant.
Staff report concerns quickly. Leaders review every case in detail and respond with swift and appropriate action where necessary.
Governors are effective in supporting leaders to ensure policies and practices are reviewed.
Leaders carry out all the necessary checks on adults in the school.
Pupils know how to keep themselves and each other safe, on and offline. Pupils know to report any worries to adults, who they trust to deal with concerns.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teachers do not always explain precisely the knowledge that pupils need to know. Some teachers do not clearly set out how pupils should successfully apply knowledge to a learning activity. This means that some pupils are unable to complete the task.
They sometimes disengage from learning. Their knowledge is insecure or has gaps. Leaders should ensure that subject specialists work with teachers to support them to explain domain-specific information precisely and use appropriate strategies to help pupils progress.
• Assessment is not always used effectively to inform teachers about what all pupils have understood and of their readiness to progress. The result of this is that some pupils struggle to complete an activity and others embed misconceptions. Leaders should ensure that all teachers make use of effective assessment strategies that enable teachers to reach timely, informed decisions about what pupils know and can do in order to support their learning further.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. 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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in February 2014
