Huntley Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe.

They enjoy learning and teachers help them to do their best. Pupils know the school's values of 'respect, courage and perseverance' well. They are eager to share their favourite aspects of school life, such as looking after the school's pet guinea pigs and giant African snail.

Leaders have high expectations of pupils. Most pupils live up to these. They learn about the importance of treating others with respect, regardless of their differences.

Parents and carers have confidence in the school's care and support for their children. They share pupils' confidence that any unkind behaviour is resolved quickly.

Pupils benefit fro...m a high-quality programme which contributes to their broader development.

Pupils participate in opportunities that nurture their talents and interests. They appreciate spending time in the on-site forest school and wildlife garden. They value the 'spiritual area' in the school, where they can take time to reflect.

Pupils relish opportunities to contribute to the local community. For instance, they take part in litter-picking activities and promote care for the environment through the eco-committee. Pupils appreciate occasions when the school comes together as one community, such as the annual celebration of Founders' Day.

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

Leaders have a clear and ambitious vision for pupils' education and personal development. Governors are reflective and provide appropriate challenge and support to school leaders.

Pupils learn a broad curriculum.

In most subjects, leaders have identified the key knowledge they want pupils to learn and the order in which they do so. Where this is the case, pupils develop detailed knowledge over time. In mathematics, for instance, pupils build on their understanding of number from the Reception Year, when they begin to learn multiplication tables.

However, in some subjects, leaders have not outlined precisely enough the subject knowledge that is important for pupils' future learning. For the youngest pupils, this means that teaching does not extend their vocabulary sufficiently.

Teachers have the subject knowledge they need to teach the curriculum effectively.

They check pupils' learning and remedy pupils' misconceptions when necessary. Teaching is adapted well for pupils with special educational needs and/or disabilities (SEND). Leaders ensure that pupils' needs are identified accurately.

They work in tandem with parents to plan and review support. As a result, pupils with SEND learn the curriculum successfully.

Leaders champion and celebrate reading.

Pupils learn to read accurately and fluently. They start to learn phonics as soon as they join the school. Leaders carefully select the books that pupils read.

For pupils in the early stages of reading, books match closely the sounds they are learning. Once pupils read confidently, they read books that extend their reading abilities and interests further.

Pupils are keen to earn prizes and recommend books to each other.

Pupils enjoy listening to teachers and others read to them. For instance, pupils spoke enthusiastically about attending a local literature festival. In the Reception Year, children get to know some books and rhymes well.

Leaders select books that help pupils understand and appreciate difference and diversity.

Pupils typically conduct themselves well. Most follow routines eagerly and listen respectfully to adults and peers.

In the Reception Year, children learn how to get on with others. They sustain their concentration when learning together and independently. Pupils have good attendance and are punctual.

Pupils learn how to be active citizens. For instance, they learn about democracy by voting for the school council and observing local political processes. Pupils learn about careers and how to make positive contributions to society.

The personal, social and health education curriculum ensures that pupils gain an age-appropriate understanding of healthy relationships. Leaders adapt this curriculum to respond to trends, such issues relating to online safety. This helps to prepare pupils well for the future.

Older pupils enjoy responsibilities, such as looking after younger pupils when they join the school.

Leaders provide effective training for staff. This has improved teachers' subject knowledge and enhanced teaching.

Staff speak positively about how leaders help them to manage their workload. They value leaders' and governors' support for their well-being. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

Leaders provide useful training to staff and ensure that safeguarding maintains a high profile. Consequently, staff are confident in identifying and reporting concerns about pupils.

Leaders make referrals to safeguarding partners when required and escalate their concerns if support is not forthcoming.

Pupils learn how to keep themselves safe. They say there is an adult they can talk to if they are worried.

Leaders work with external agencies to provide the right support to pupils.

Leaders ensure that there are appropriate checks on adults working in the school. There is appropriate policy and practice to manage instances of harmful sexual behaviour.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not identified the crucial knowledge and vocabulary that pupils need to know precisely enough. As a result, pupils do not gain the same depth of understanding as they do in other subjects. Leaders need to make clear what is important for pupils' future learning in all subjects.