Hunloke Park Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at this school. They have strong relationships with staff. This makes them feel safe.

Pupils take advantage of the wider opportunities on offer at the school. These include being a member of the school council and raising money for charities.

Leaders have high expectations for pupils.

In some subjects, pupils achieve well. In other subjects, including phonics, leaders are not checking well enough on what pupils know. This leads to gaps in pupils' knowledge, including for pupils with special educational needs and/or disabilities (SEND).

For some pupils with complex SEND, the curriculum, and the work they are given to complete, does no...t match their needs. Some pupils with SEND do not make the progress that they could.

Lessons are calm.

Pupils can learn free from disruption. They treat each other with kindness. At lunchtimes and breaktimes, pupils play well together.

The older pupils enjoy listening to younger pupils read. Pupils learn about democracy by voting for the book that they will share together in class time. They enjoy listening to the storybooks that their teachers share.

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

The school has a sharp focus on attendance. Most pupils attend well. The school tracks pupils' attendance closely.

Leaders knows the reasons for pupils' absence. The school works well with parents and carers to remove any barriers to high attendance.

The school provides a broad and balanced curriculum.

Leaders have set out the knowledge that they want pupils to know. In most subjects, staff deliver this knowledge well. Pupils recall their learning in these subjects.

However, in some subjects, staff to not follow the planned curriculum closely enough. Sometimes, teachers do not pick up on pupils' misconceptions. This means that there are some gaps in some pupils' learning.

There is a structured reading programme in place. There are high-quality books for pupils to read. However, in some phonics lessons, staff do not check well enough on what pupils know.

Sometimes, staff do not correct pupils' errors. Some pupils do not engage well enough in phonics lessons. Pupils who fall behind in reading are given extra support, but the school does not check on the effectiveness of these interventions closely enough.

This means that some pupils do not quickly learn to read as well as they might.

The early years curriculum is well sequenced. Children learn why it is important to eat healthily, for example.

They have opportunities to learn and play both outside and inside and develop their physical skills. Children in the early years work well together. They share nicely and help each other when they are learning.

The school identifies the needs of pupils with SEND well. However, in some cases, the work that is given to pupils with SEND is not well matched to their needs. Some pupils with SEND do not achieve as well as they could.

Most pupils are knowledgeable about a wide range of world faiths. They visit different places of worship. The school invites religious leaders into school to talk about their faith and beliefs.

Pupils value learning about different religions and cultures. They respect diversity and see equality as important in their school. There are many clubs available to widen pupils' interests.

These include musical theatre and street dance clubs. The school provides high-quality pastoral support. Pupils feel cared for.

Parents say that 'the school is the heart of the community.'

Leaders have been outward-looking in seeking additional support and challenge from a nearby multi-academy trust. Leaders are aware of the school's priorities for improvement.

However, while leaders have plans for making the improvements that are required, these are not always enacted swiftly enough. Governors are enthusiastic in their support for the school. However, they do not always hold leaders to account as well as they might for the improvements that are being made.

Staff feel supported. Leaders consider the well-being of staff when making changes to the workings of the school. Most staff enjoy working at Hunloke Park.

There is a comprehensive programme of professional development at 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)

• Staff do not always teach the school's phonics scheme in the way it is designed to be delivered.

The school does not know when phonics interventions are effective. Pupils do not always make the progress that they could. The school must ensure that the phonics programme is implemented effectively by all staff so that all pupils learn to read accurately and fluently as quickly as possible.

• Some pupils with SEND, including those with the most complex needs, do not access a sufficiently well designed and adapted curriculum. They are not provided with the most appropriate work for their needs. These pupils do not always develop their knowledge as well as they might.

The school must ensure that all pupils with SEND benefit from an ambitious curriculum that is well matched to their individual needs. ? Leaders accurately identify the school's areas for development. However, they do not always take decisive action quickly enough to bring about the necessary improvements.

Governors do not hold leaders to account with sufficient rigour. As a result, not all pupils receive the high-quality education that the school intends.The school must ensure that the improvements that are identified are addressed swiftly so its ambitious vision is realised for all pupils.