Sherburn Hungate Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. The headteacher and assistant headteacher lead the school well. They have a clear vision for how the school can improve further which has led to improved quality of teaching and achievement for pupils, particularly in writing.

This is a caring school where senior leaders and other staff know their pupils well. The warm and supportive relationships are a school strength. From their starting points, all groups of pupils in all key stages make good progress, particularly in reading and writing.

Provision in the early years has improved since the previous inspection and gives children a good start to their education. Teaching is good overall... with some outstanding teaching, particularly in upper Key Stage 2. Good use is made of support from teaching assistants.

They contribute particularly well to pupils' achievement in reading. The teaching of letters and sounds (phonics) has improved and is supporting the good progress pupils are making in their reading. Pupils are immensely proud of their school.

Their behaviour is good and they enjoy learning because : they find the school's curriculum interesting and enjoyable. Pupils feel safe and they have a good understanding of different types of bullying. They say that bullying hardly ever happens at the school.

The school promotes spiritual, moral, social and cultural development extremely well and, as a result, pupils are well prepared for the next stage of their education and for life in modern Britain. Governors know the school well and they share the vision of senior leaders to make the school as good as it can be. They are effective partners in supporting and challenging the school to improve further.

It is not yet an outstanding school because : Expectations of what the most-able pupils in mathematics can achieve are not consistently high. The work provided is sometimes too easy or does not challenge them to think deeply. Opportunities for pupils to solve practical and real-life problems in mathematics are sometimes overlooked.

The quality of marking is inconsistent. It does not always provide pupils with the next steps to develop their understanding. Pupils do not always know how they can improve or learn from their mistakes.

Targets contained within some of the school's action plans for improvement lack the necessary precision to drive rapid improvement.

Information about this school

This is a slightly smaller than average-sized primary school. Most pupils are from White British backgrounds.

The proportion of disadvantaged pupils, those who are eligible for support through the pupil premium funding, is below the national average. Pupil premium funding is additional funding for pupils who are known to be eligible for free school meals and those in local authority care. The proportion of pupils who are disabled or who have special educational needs is below average.

The early years provision is for children in the Nursery class, who attend part time, and children in the Reception classes, who attend full time. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in English and mathematics by the end of Year 6. The school takes a lead role in aspects of the work in the local alliance of primary and secondary schools.

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