The Hendreds Church of England School

Highlights from Latest Inspection

What is it like to attend this school?

The 'Hendreds spirit' pervades the school, embodying the values of respect, courage and kindness.

Pupils are proud when staff notice them living out these values. They are equally thrilled when their classmates receive this important recognition. Pupils talk positively about helping one another and being caring.

On the playground, older pupils undertake their role as 'watchdogs' with enthusiasm and dedication. They help to organise games and make sure that no one is left out.

Pupils enthuse about the residential trips they attend and the adventurous activities that these involve.

The school makes sure that everyone gets to take part, broadening their... horizons. In school, pupils are encouraged to join in with extra-curricular clubs, such as the weekly judo that all key stage 1 pupils enjoy attending.A calm and positive atmosphere is evident throughout the school.

Pupils do not worry about the behaviour of others. They are confident that staff will sort out any fallings-out. Pupils understand the importance of the 'SAFE' rules when inside.

They know that these help create a safe environment for everyone.

Pupils are eager to learn. There is a well-thought-through curriculum designed to meet the needs of the mixed-age classes.

Pupils remember what they have previously learned and are keen to deepen their thinking.

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

Since the ungraded inspection last year, leaders have taken swift action to refine the curriculum. They have been resolute in their approach to ensure that pupils receive a high standard of education while maintaining the school's exceptional focus on personal development.

There is now a clear sequence that identifies what pupils will learn throughout their time at the school. This begins in early years, where there are clear links to key stage 1 learning. The school has designed the curriculum with careful consideration of the mixed-age classes.

Leaders know that there is still some work to be done to ensure that all pupils learn the intended content as deeply as possible by the time they leave Year 6. Staff have strong subject knowledge. This helps them to deliver the intended curriculum well, designing activities to meet pupils' needs.

Sometimes, however, staff do not check that all pupils have understood the content or how to complete the task successfully.

The school has a sharp focus on knowing each pupil and treating them as individuals. This builds into the school's strong culture of inclusion.

The school ensures that support is in place for pupils who need it. This includes, but is not limited to, those with special educational needs and/or disabilities (SEND). The school arranges this additional support as soon as staff notice that a pupil may need some extra help to learn the intended curriculum.

There are robust systems in place to support the identification of pupils with SEND.

The importance of pupils learning to read is at the forefront of decision-making. Reading is taught effectively by highly trained staff.

Pupils enjoy their phonics sessions. Catch-up sessions are helping pupils to keep up with their peers, and additional support is in place for pupils with SEND. Pupils talk happily about the books they have read in class and at home.

Pupils' personal development is woven exceptionally well through all that the school does. It is integral to the curriculum, through which pupils learn the importance of tolerance, celebrating what makes us unique and key concepts such as personal space and how to be healthy. Everyone recognises how important the school ethos is.

The school's vision of 'Value who we are and who we can become' applies to the whole school community. Pupils with SEND are actively included in all parts of school life. Pupils develop their leadership skills throughout the school by being members of the school council and collective worship ambassadors.

Older pupils are all house captains and Year 6 pupils take their buddy roles seriously. This helps the 'tiddlers' settle into early years and learn the routines of school life. Pupils also develop their appreciation of the local community through their visits to a local care home.

Relationships in school are based on mutual respect. Pupils understand the importance of this and know that staff have high expectations of their behaviour. Pupils are keen to exceed these expectations and to be positive role models for others too.

The routines for school life begin in early years, where children learn the importance of listening, taking turns and sharing. As a result of the consistent approach towards behaviour, pupils across the school learn in a purposeful environment. This consistency extends to social times too, when pupils play together harmoniously.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, work to refine the curriculum for the mixed-age classes is ongoing. There is still work to be done to make sure that the content enables pupils to build knowledge in all curriculum areas.

As a result, some pupils do not achieve as deeply as they could across all areas of the curriculum. Leaders need to ensure that the curriculum in all subjects is equally well structured and coherent. ? In some lessons, adults do not check to make sure that pupils have understood important concepts.

Pupils do not always know what they need to do to complete tasks and activities. This means that pupils do not always learn as well as they could. Leaders need to ensure that all staff understand and adhere to the expectations around assessment and checking so that pupils can be supported to complete activities and learn the intended content.