Hunton and Arrathorne Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this school.

They benefit from a variety of wider opportunities to develop their characters through 'Hunton 21', a series of rich, diverse experiences for all pupils to have before they leave primary school. The school inspires pupils to contribute to their local community through fundraising and by sending every home in the village a Christmas card. Pupils learn more about the world around them through 'Tuesday Newsday' and inclusive assemblies, which deepens their understanding of protected characteristics.

Behaviour is excellent. Pupils treat each other, staff and visitors with high levels of respect. Bullying is not an issue.

Children in ...the early years learn the routines of school and conduct themselves exceptionally well. Pupils live out the school motto of 'care, aspire, excel'.

Pupils achieve well in this school.

Leaders have embedded a broad and ambitious curriculum. There is a well-established reading culture. Pupils are keen to contribute in lessons.

Those pupils with special educational needs and/or disabilities (SEND) achieve well. Children in the early years benefit from an excellent curriculum.

Leaders have prioritised pupils' learning about equality, morality and British values.

As a result, pupils talk articulately about making their school, village and world a better place.

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

Children in the early years benefit from a carefully planned and resourced indoor and outdoor environment. Staff know the children exceptionally well.

Children's interests are skilfully woven into the curriculum to enhance their engagement and learning. The school ensures that the early years curriculum prepares children well for what they will learn in subsequent years. Children are highly motivated and engage with all activities.

They listen, take turns and play together harmoniously. Adults prioritise modelling positive social and communication skills for children.

Reading is a priority in this school.

Children begin learning to read upon starting Reception. Most pupils learn to read quickly and fluently. Pupils who struggle are supported with timely interventions.

The school inspires a love of reading for pupils. Pupils enjoy daily story time with their class teacher. They talk passionately about the books that they have read and shared.

Pupils' love of reading is encouraged though exciting book corners, author visits and access to a wide variety of texts. The school has carefully chosen books to develop pupils' characters and their understanding of the diverse world around them.

Pupils achieve well across the curriculum, including those with SEND.

The school has ensured that the curriculum sets out the precise knowledge, skills and vocabulary that pupils need to know. The school has prioritised the inclusion of subject-specific vocabulary in the classroom. Pupils begin most lessons with a vocabulary recap.

In science lessons, pupils wear science shirts on which they can write important vocabulary to remember. In the early years, vocabulary prompts and questioning sheets develop children's communication and language. Pupils talk about their learning with confidence.

The school has clear systems to ensure that teachers know exactly what to teach and when. All teachers understand what pupils have learned before and what will come next. Pupils have well-considered opportunities to revisit their prior knowledge across subjects.

Lessons are well structured to help pupils secure their learning. However, occasionally, some activities do not help pupils connect and deepen their knowledge in the way that leaders intend. Teachers use a range of assessments to check what pupils know and can do.

Some of these assessments do not closely match the intended curriculum. As a result, in some subjects, the school does not spot misconceptions or gaps in pupils' knowledge as quickly as it could.

Behaviour in school is exemplary.

A well-established behaviour system means that pupils understand what is expected of them. The school recognises and celebrates positive behaviour at all times. As a result, there is a calm and purposeful atmosphere.

Pupils are proud to be part of the school. They treat each other well.

Personal development in this school is exceptional.

Leaders have woven opportunities for character development into every part of the school. The school inspires pupils to be proud of where they are from. Staff cultivate pupils' appreciation of, and curiosity about, the wider world.

There is a range of leadership opportunities available to pupils. They talk enthusiastically about their roles as well-being warriors, reading ambassadors, team captains, school councillors and as members of the eco-committee.

Leaders are ambitious for all pupils in the school.

They know pupils well and strive to give them opportunities to flourish. Governors are committed to the leadership of the school. Their regular visits contribute to the improvement journey of the school.

Governors have an accurate picture of the school and share leaders' vision. Leaders work collaboratively with stakeholders to support staff, develop practice for pupils with SEND and create wider opportunities for pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some assessment systems are not focused tightly on the intended curriculum. As a result, in some lessons, misconceptions and gaps in knowledge are not addressed quickly enough. The school should review how checks are made to ensure that pupils have learned and remembered the intended knowledge identified in the curriculum.

• There are some inconsistencies in teachers' subject expertise and pedagogical choices. As a result, there are missed opportunities to deepen pupils' knowledge in lessons. Leaders should ensure that teachers receive training to develop their practice and subject-specific knowledge.