Little Hill Primary

Highlights from Latest Inspection

What is it like to attend this school?

Pupils say they enjoy coming to Little Hill each day. Attendance is high.

It is a happy place, where they feel safe. They look forward to the 'Wowzer' assemblies in the hall to see whose hard work or good behaviour is celebrated.

Children quickly settle in when they arrive in the Reception Year.

Caring staff make them feel secure. They learn new and exciting things, such as about the festival of Diwali, and begin to learn to read right away. Staff across the school want every pupil to succeed, and they make sure the quality of education is good.

Pupils know staff are there to help them learn. They say staff set a good example and that they feel liste...ned to.

Pupils get on well together and move sensibly around the school.

Pupils told inspectors that there is a small amount of bullying, but teachers sort it out if it occurs. There are occasional instances where pupils momentarily lose focus. However, teachers quickly notice.

They deal with it so that everyone concentrates and can learn. Staff do not allow lessons to be disrupted. Pupils know their school is a place they come to in order to learn.

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

School leaders are aspirational for all pupils and want them to aim high. Leaders make sure that the school gives them 'a flying start' to their education.The good quality of education at Little Hill Primary ensures that when children enter the early years, they begin to learn without delay.

The curriculum is exciting, and children want to pay attention so that they can know new things. Children start to learn phonics so that they can read words such as 'bad' and 'cob'. Staff in the Reception Year and across the school also help to develop pupils' love of books.

They read much-enjoyed stories to them in school, and the '10 10 reading pledge' promotes reading at home too. Pupils become confident, fluent and keen readers. Staff are helping those at the early stages of reading to catch up.

The different subjects are well planned. Leaders and staff are clear about exactly what they want pupils to know at different points. Teachers teach lessons in a careful order, so that pupils' knowledge builds over time.

For example, in science in Year 1, pupils learn to identify different plants. In Year 2, pupils learn to observe and describe how seeds and bulbs grow into mature plants. The curriculum is also taught well.

Teachers make sure they repeat things enough for pupils to remember them. Pupils are able to recall quickly, for instance, mathematical facts and multiplication tables.The support that staff give to those pupils with special educational needs and/or disabilities (SEND) is effective.

This helps these pupils to learn alongside their peers and to achieve well. Like all pupils, they remember good amounts and are well prepared for the next stage of their education.Overall, teachers assess well what pupils know.

However, in some subjects, such as history, the current system for assessment does not check well enough what pupils have learned. This means that teachers are not identifying which parts of the curriculum pupils need to revisit.Pupils' behaviour and attitudes are good.

They pay attention in class, listen, follow instructions and work hard. Their exercise books are tidy and handwriting is neat. Teachers get the best out of pupils.

Classrooms are busy, purposeful places where lessons proceed smoothly without interruption. Pupils get on well. They are polite to each other and respectful of adults.

At lunchtimes and breaktimes, they play and chat happily.The school's personal development programme is effective. Pupils learn important knowledge about relationships and how to stay safe, including when using new technology.

They can explain in detail how the school helps to develop their character, encouraging them to 'dare to be different'. Pupils know that it is important to be respectful to everyone. They have a sufficiently secure understanding of fundamental British values.

They also learn about cultures different to their own. Inspectors were greeted using Turkish phrases which pupils had recently learned. Stays at Beaumanor Hall and at Cromer give pupils valuable outdoor experiences away from home.

There is high-quality pastoral support for those pupils who, for example, are experiencing trauma or who need help due to anxiety, including because of the COVID-19 pandemic.Senior leaders have the strong backing of staff, who appreciate the training leaders give them to improve their skills. They feel treated well and respected.

They believe that leaders support them and help to manage their workload. A very large majority of parents would recommend the school to others.

Safeguarding

The arrangements for safeguarding are effective.

Leaders make sure that all staff receive regular safeguarding training. Staff know the signs that could mean that, for example, a pupil is being abused, radicalised or being drawn into a gang. There is an alert 'it could happen here' approach.

Staff know they must report any concerns to leaders. Leaders, in turn, take swift and appropriate action to help pupils at risk. They keep detailed records and work with external agencies wherever appropriate.

They have clear procedures for the safe recruitment of staff.

Pupils say that if they feel worried about something, they can approach members of staff. Those who have done so say that it has really helped them.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders recognise that, in some foundation subjects, the system of assessment does not match the school's curriculum with sufficient precision. This risks leaders not being able to identify exactly what pupils have remembered over the long term. Leaders should ensure that they enact their plans to revise assessment, so it reflects and records precisely what pupils have learned.

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