Hingham Primary School

Hingham Primary School Hardingham Street, Hingham, Norwich, NR9 4JB

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement of pupils Requires improvement 3 Quality of teaching Requires improvement 3 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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This is a school that requires improvement. It is not good because

 Boys’ achievement in reading lags behind boys nationally and behind girls in the school.  Too few pupils reach the higher levels of attainment by the end of Key Stage 1 because more-able pupils are sometimes not challenged enough.  In 2012 the school did not meet the government’s current floor standards for pupils’ attainment and progress.  Pupils do not always have sufficient opportunities to write at length in different subjects and this slows their progress.  Pupils have not had enough experience of using and applying their mathematical knowledge in solving problems set out in words.  Sometimes the pace of learning slows because teachers’ introductions to what is to be learned go on for too long and pupils do not have enough time to work by themselves.  The extent to which pupils have time to respond to teachers’ comments in their books varies too much.  While teaching and behaviour have improved markedly, the full impact of improvements

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This is a school that requires improvement. It is not good because

brought in by the new leadership team is not yet evident in pupils’ achievement and standards.

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The school has the following strengths

 The headteacher has transformed many aspects of the school’s work to place it on a rapidly improving trajectory.  She has forged a very strong staff team and harnessed the energy and expertise of governors extremely well.  Children make a good start in Reception because of consistently good teaching and a wide range of stimulating activities. Leadership of this phase is outstanding.  Pupils with statements of special educational needs make good progress and are well supported and cared for by skilled staff.  Pupils behave well, are keen to learn, and feel safe in school.

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Information about this inspection

 The inspector observed 11 lessons or parts of lessons, some of which were joint observations with the headteacher.  The inspector heard pupils read, attended two assemblies and looked closely at examples of pupils’ work.  The inspector looked at a wide range of school documents, including development plans, policies, self-evaluation reports, monitoring files, safeguarding and curriculum materials, evidence of the school’s partnership work and information for families.  Meetings were held with pupils chosen at random. Discussions were held with the headteacher, members of staff, the Chair of the Governing Body and another governor, and a representative from the local authority.  The inspector took account of the 37 responses to the online questionnaire (Parent View) and spoke with several parents and carers outside school.  The inspector considered 19 staff questionnaires.

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Inspection team

Nick Butt, Lead inspector Additional Inspector

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Information about this school

 The school is smaller than the average primary school.  Most pupils are from White British backgrounds.  The proportion of pupils known to be eligible for the pupil premium (which provides additional funding for children in local authority care, those known to be eligible for free school meals and pupils with a parent in the armed services) is below average.  The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is above average.  The school did not meet the government’s current floor standards in 2012, which set the minimum expectations for pupils’ attainment and progress.  The headteacher took up her permanent appointment in April 2012 after a period as acting headteacher and formed a new leadership team with two senior teachers.

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What does the school need to do to improve further?

 Make sure all teaching is at least consistently good by:  setting work at the right level to challenge all pupils, especially the more able  giving pupils more opportunities to work by themselves  making sure pupils have the time to respond to teachers’ guidance in their books.  Increase pupils’ achievement in reading, writing and mathematics by:  making sure that boys’ attainment in reading improves to equal that of girls, and all boys nationally  developing pupils’ skills in using and applying their mathematical knowledge in solving problems expressed in words  giving pupils more opportunities to write at length in different subjects.

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The achievement of pupils requires improvement

 Standards were well-below average in 2012, especially in mathematics. Pupils do not have enough chance to use and apply their skills in solving mathematical word problems.

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The achievement of pupils requires improvement

 In most year groups, boys have fallen behind girls in their reading. The school has take steps to close this attainment gap by giving boys additional support and purchasing new resources that appeal especially to boys. This is proving effective.

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The achievement of pupils requires improvement

 In 2012, the proportion of Year 1 pupils who reached the national average in the screening check in phonics (the sounds that letters make) was well-below average. This was mainly because they had not encountered nonsense words before or undertaken such an exercise.

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The achievement of pupils requires improvement

 The headteacher and teachers have responded to the weaknesses by changing the way the school teaches phonics and by making sure that Year 1 pupils are much better prepared for the check. They are expected to perform considerably better this year, and the inspection endorsed this expectation.

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The achievement of pupils requires improvement

 Writing is also improving as teachers’ expectations of what they can do and achieve increase. However, in some classes, pupils do not have enough opportunity to write at length in different subjects, or are given sheets to complete which do not give them the freedom to express their ideas in their own way.

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The achievement of pupils requires improvement

 Achievement in reading is now accelerating. In addition to improving the provision for boys and the teaching of phonics, the headteacher and literacy leader have raised the profile of reading in the school by launching ‘the hub’, a new resource centre where reading is celebrated. Reading cafés, where parents and pupils can read together, have also proven popular.

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The achievement of pupils requires improvement

 Children join Reception with skills and abilities typical of their age group, although they are below in language and communication. They make good progress because they experience a wide range of purposeful and stimulating activities that stir their curiosity. For example, children thoroughly enjoyed a ‘phonics treasure hunt’ where they were searching for words with particular sounds outside.

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The achievement of pupils requires improvement

 The current Year 6 are making good progress and are on course to reach broadly average standards in English and mathematics and, therefore, are on track to meet the floor standards that were missed in 2012. The proportion of these pupils making expected or better progress compares favourably with the national picture.

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The achievement of pupils requires improvement

 In 2012, there were too few Year 6 pupils eligible for the pupil premium to be able to comment on their attainment and progress in English and mathematics. The school’s most recent data show that, in general, this group of pupils across the school do as well as the others and there are no significant gaps between their attainment and that of other pupils. They benefit from additional support to boost their skills in literacy and numeracy.

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The achievement of pupils requires improvement

 The relatively large proportion of pupils in the school with a statement of special educational needs achieve well because they receive high-quality support tailored precisely to suit them. Other disabled pupils and those who have special educational needs make similar progress to their peers.

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The quality of teaching requires improvement

 At times, teaching does not challenge more-able pupils sufficiently well and their progress slows. This is why, in the past, too few have reached the higher levels of attainment at the end of Key Stage 1.

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The quality of teaching requires improvement

 Occasionally, teachers’ introductions to what pupils are to learn in lessons go on for too long and this limits the time that is left for pupils to work by themselves and apply their skills. Marking is regular, and teachers make comments in pupils’ books to help them improve their work but do not always give them sufficient time to respond to the guidance given and take the advice on board.

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The quality of teaching requires improvement

 Strengths of teaching include: – good relationships between staff and pupils and among the pupils themselves – imaginative use of resources to interest and engage pupils – clear objectives so that pupils know what they are going to learn – purposeful working in classrooms as pupils are focused on learning – good use of teaching assistants to support pupils – plenty of practical activities, especially in art and science.

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The quality of teaching requires improvement

 An example of good teaching seen was when Year 5 and 6 pupils enjoyed finding out about the skeleton by attaching labels to parts of their bodies that identified different bones. In this way, they learned the technical names for a wide range of bones and were motivated to do their own research to find out more.

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The quality of teaching requires improvement

 As a result of considerable support from the headteacher, teaching is improving rapidly and more of it is good. This is especially so in Reception, where enthusiastic teaching has created a love of learning. All staff work together and know the children very well. Innovative assessment gives adults a clear picture of how children are doing, and excellent ‘learning journeys’ record their achievements, through photographs, observations and examples of children’s work.

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The behaviour and safety of pupils are good

 Pupils have positive attitudes to learning. They behave well in class and around the school. Pupils say they enjoy school and feel safe. Parents are very positive about their children’s behaviour and safety.

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The behaviour and safety of pupils are good

 Staff manage the few pupils who find it difficult to behave well sensitively and with great patience. They can point to individuals who have made great strides in their behaviour since joining the school.

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The behaviour and safety of pupils are good

 Pupils say that bullying is very rare and that adults will sort out any difficulties they may have. They know about different kinds of bullying such as cyber-bullying and racially motivated bullying. Pupils understand how the school’s behaviour policy works and are proud to wear their silver and gold ‘shooting stars’, which they receive for excellent behaviour over a period of time.

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The behaviour and safety of pupils are good

 Pupils have a good understanding of how to keep safe. They do cycle training and road safety and learn about e-safety. Pupils raise funds for charity, and help out around the school, the older pupils supporting the younger ones well.

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The behaviour and safety of pupils are good

 Attendance has improved and most, but not all, pupils attend well and are punctual to lessons, reflecting their enjoyment of school. Attendance has improved as a result of the work the staff have put into convincing particular parents about the need for their children to come to school regularly if they are to make the most of the learning opportunities available.

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The leadership and management are good

 The headteacher has brought a refreshing sense of optimism and confidence to staff, who wholeheartedly embrace her vision for pupils to learn, to be nurtured and to achieve, reflected in the school’s new strapline, ‘Learn, Nurture, Achieve’. Consequently, there is evidence of improved progress and attainment in all year groups.

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The leadership and management are good

 Since she became headteacher, she has transformed the school’s monitoring systems to inject considerable rigour into how the school’s work is evaluated. An annual cycle of monitoring means that nothing is left to chance and all aspects of the school’s work are checked systematically.

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The leadership and management are good

 Pupils’ progress is followed very carefully, and regular meetings are held with teachers to consider what must be done to prevent anybody from falling behind. Teachers are held accountable for pupils’ achievement. Consequently, teaching is improving and former weaknesses are being eradicated.

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The leadership and management are good

 In particular, teachers are given robust targets as part of managing their performance and these are followed up termly to make sure they are on track to meet them. Individual training is arranged as necessary and teachers have the opportunity to see best practice at other schools.

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The leadership and management are good

 The headteacher has delegated responsibility for improving the school to all staff, who value being actively involved and making a difference. Staff questionnaires were extremely positive about the impact of the headteacher. A typical comment was, ‘The school has changed dramatically for the better. We have a shared vision about how to move forward, effectively modelled and reinforced by the headteacher.’

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The leadership and management are good

 Leaders have an accurate view of the school’s strengths and areas to develop and plans for improvement that are regularly reviewed. Leadership of the Early Years Foundation Stage is outstanding, with particular strengths in how staff assess and record children’s progress.

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The leadership and management are good

 Parents are extremely positive about the school and feel included and well informed. They say they are listened to and helped when their children are experiencing difficulties. The parents of pupils with special educational needs were especially grateful for all the school is doing when they spoke with the inspector.

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The leadership and management are good

 The local authority has supported the school well through periods of uncertainty in staffing and has helped to moderate the school’s judgements about the quality of teaching.

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The leadership and management are good

 The curriculum promotes pupils’ spiritual, moral, social and cultural development well. Pupils benefit from visits and visitors, often linked to their topic. They enjoyed a Tudor day at an historic tower. Year 5 pupils are creating a ‘Dig for Victory’ garden linked to their work on the Second World War. Good use is made of the school’s extensive grounds. However, pupils are not given enough opportunities to write at length across different subjects.

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The leadership and management are good

 The school makes sure that all pupils have equal opportunity to succeed and works very hard to narrow any gaps in attainment. Discrimination is not tolerated.

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The leadership and management are good

 The governance of the school:  Governors have a good understanding of teaching and achievement. They are well organised and very thorough in seeking the evidence they need to challenge the headteacher and other leaders about standards and pupils’ progress. They have their own monitoring cycle to check different aspects of the school’s work and are contributing effectively to its improving performance. They keep a close eye on the targets that are set for teachers to manage their performance and know what the school is doing to reward good teaching and tackle any underperformance by linking rewards to pupils’ progress and achievement. Governors make sure that the pupil premium is well spent on eligible pupils and that all safeguarding requirements are met.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 120818 Local authority Norfolk Inspection number 405965

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 142 Appropriate authority The governing body Chair Garrick Fincham Headteacher Vickie Newrick Date of previous school inspection 5 July 2011 Telephone number 01953 850304 Fax number 01953 851047 Email address office@hingham.norfolk.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work- based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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School details

telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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