Husthwaite Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The pupils of Husthwaite are its biggest advocates.

They feel safe and happy, and are harmonious in their work and play. Pupils take on leadership positions such as 'collective worship leader' with pride, and see themselves as part of a big school family. They say, 'There's a job for everyone.'

This is because leaders make sure that all pupils have opportunities to share their ideas about how to improve their school, their local area and the world.

Kindness is at the heart of this school. Pupils are welcoming and accepting of all.

Pupils cannot remember a time when bullying has happened, but they know that adults would address it if it did.

...>Pupils value the opportunities and experiences provided for them. For example, pupils are inspired by visitors, such as a mountaineer, a local MP and an author.

They grow their own vegetables on the school grounds and enjoy being part of the Husthwaite Hummingbirds choir.

Leaders' ambitions for pupils are high. They have recently improved the way in which pupils learn to read.

Their actions have been effective. However, these high ambitions are not always realised in the rest of the curriculum. Leaders have not yet fully sequenced the precise knowledge that they want pupils to know and remember in all subjects, from early years to Year 6.

As a result, teachers are unable to revisit and build on pupils' prior knowledge effectively.

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

Work to develop the culture and ethos in the school has been a key priority for the headteacher and committed governing body. This has impacted positively on the behaviours, attitudes and personal development of the pupils.

Pupils and staff live the school's values along every corridor and through every interaction.

Parents and carers value the school's strong sense of community. Leaders plan opportunities for pupils to take an active role in their local area.

For example, pupils visit older residents of the village at 'primetime' sessions to play, chat and learn alongside each other. In addition, the 'money makers' group raises money to support those devastated by the floods in Pakistan.

Pupils move around the school in a calm and orderly manner.

They hold doors open for adults and show courtesy and respect towards staff and visitors alike. In lessons, pupils behave well. They are keen to learn and work hard on the tasks given to them to complete.

Pupils quickly receive support when they need it.

Calmness and spirituality are key parts of the school day. Each classroom has its own reflection corner for pupils to think, consider and 'be'.

Pupils love spending time with Conker, the school's therapy and reading dog. Attendance and punctuality are high. Pupils want to be in school every day.

At playtimes, pupils explore the extensive grounds and pick their own apples.

Pupils learn a well-planned personal, social and health education curriculum. This develops their understanding of healthy relationships and online safety, and knowledge of the wider world.

Pupils are confident and articulate, and embrace difference. The oldest pupils demonstrate mature views about religion, diversity and acceptance. They claim that what others choose to wear, believe or feel is not for them to judge.

Children in early years settle into school quickly. There are warm relationships between adults and children. Staff know individual children very well.

An exciting outdoor area provides learning opportunities beyond the classroom. The 'playground squad' supports the youngest children to learn new games and make friends. In lessons, staff are not always used well enough to ensure that the children in the mixed-age early years and key stage 1 class are taught most effectively.

Sometimes, the pitch of learning is too high for the youngest children as the curriculum is not fully matched to their needs.

Recently, the school has adopted a new way of teaching pupils to read. Leaders have prioritised time and resources to ensure its success.

Staff receive training to deliver the new phonics programme effectively. It is already showing a positive impact on the reading skills of pupils.

In other subjects, such as science and physical education, leaders have not identified the precise knowledge and vocabulary pupils should learn.

The learning is not sequenced in a logical way that builds on what pupils already know from early years onwards. Teachers are unable to check what pupils remember. As a result, pupils sometimes forget what they have learned.

Pupils with special educational needs and/or disabilities are supported well to access the curriculum. The special educational needs coordinator (SENCo) works with pupils, families and outside agencies to identify and meet pupils' additional needs.

Staff well-being is a high priority for leaders and governors.

They have audited staff workload pressures and have produced an action plan to address issues that staff have raised. Staff are supportive of the school's leaders and enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

There is a culture of safeguarding across the school. Pupils feel safe in school and know that adults will always listen to their worries or concerns. They feel that they can ask and share anything with staff and they will always get the help that they need.

Staff are trained to identify when a pupil or family might need help. Leaders prioritise regular 'bite-size' training sessions to ensure that staff's safeguarding knowledge is regularly refreshed. Governors undertake their safeguarding responsibilities by checking on the school's policies and the procedures leaders have in place.

Teachers teach online safety effectively. As a result, pupils have a strong understanding of keeping themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not identified the precise knowledge and vocabulary that they want pupils to know and remember in all subjects, from early years to Year 6.

This means that teachers do not build pupils' knowledge progressively and cannot easily revisit and assess prior learning. Leaders should ensure that specific knowledge and vocabulary are identified and planned sequentially in all subjects. They should ensure that the most important content is assessed and revisited to check that pupils retain their learning in the longer term.

• Leaders have not planned carefully enough the delivery of the curriculum in the mixed-age class (early years and key stage 1). This means that the content of lessons is not always suitable for children of all ages in the class. Leaders should review the delivery of the curriculum for the youngest children to ensure that their learning needs are more consistently met.