Pearl Hyde Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pearl Hyde is a school that serves its community with pride. The school is inclusive and welcoming. It provides a good education for pupils.

The curriculum is ambitious. All pupils access the full breadth of the recently revised curriculum.

Teachers promote the school ethos and 'Pearl' values of perseverance, excellence, acceptance, respect and leadership.

Pupils confidently explain what the values mean in their everyday school life. They are kind to each other. Pupils learn to reflect on their behaviour and think of others.

They say that they feel safe and happy in school.

Pupils are keen to take on responsibilities, such as members of the ...Pearl Hyde parliament and representatives on many different committees in school. They are active members of the school and local community, for example running a marathon during their lunchtimes to raise money for a cancer charity.

Leaders provide a strong, clear vision for the school. There is a positive team morale in school. All staff are working together to provide pupils with a creative and ambitious education.

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

Since converting to an academy, the school has made many positive changes. There has been a focus and drive on improving reading. Staff confidence is high in the teaching of early reading.

This is now delivered consistently well to all pupils. Consequently, pupils are becoming confident readers. Timely and appropriate support is in place for older pupils who need extra help.

Pupils are proud of their reading achievements. They are developing a love of reading. Pupils are keen to talk about books and authors.

Leaders and staff share a clear vision of what they want for every pupil. Changes have been made to ensure that the school offers an ambitious curriculum. The curriculum identifies what knowledge will be taught and when.

Staff training is helping staff to understand the new curriculum. However, in some subjects, teachers are not always clear about the key knowledge and skills pupils need to know. As a result, some pupils are not able to explain their learning well.

This is because staff have moved on to new content without checking what pupils have understood and can do. Also, at times, teachers' checks on learning are too general to get a real sense of what pupils know and remember.

Children get off to a flying start in Reception.

The school promotes oracy skills effectively. Staff model spoken language well. Children are excited to share their learning.

For example, during an outdoor worm hunt, children described in detail the worms wriggling in their hands. They used different adjectives confidently to describe their size, such as 'gigantic'.

The school is an inclusive school community.

Leaders make sure pupils with special educational needs and/or disabilities (SEND) are identified quickly and benefit from effective support. They are included in every aspect of school life.

Pupils are proud of their many sporting achievements.

They enjoy participating in inter-school competitions and events. Pupils are role models for others, they show care for younger pupils. There is a strong sense of giving to others.

Pupils enjoy being active citizens at Pearl Hyde.

The school successfully teaches pupils about respectful behaviour and staying safe. They move around corridors calmly.

Pupils warmly greet visitors and welcome new pupils. Staff speak highly of the way leaders value their contributions to school life. Teachers say that leaders are supportive and help to make their workload manageable.

The trust supports the school. The trust, governors and leaders have a shared vision for the school. The vast majority of parents and carers would recommend the school to others.

Parents say communication in school continues to improve. There is a strong partnership with parents.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the most important knowledge and skills that pupils need to learn and remember are not always clear. As a result, pupils have gaps in their knowledge and understanding. The school should ensure that the most important knowledge and skills are identified and prioritised during lessons so that pupils achieve well.

• Systems to check on what pupils know and can remember are stronger in some subjects than in others. Consequently, assessment in some foundation subjects is not as informative as it could be in shaping the next steps in learning. The school should ensure that assessment is focused and effective in helping pupils to deepen their learning.

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