Hampton Dene Primary School

Hampton Dene Primary School Church Road, Tupsley, Hereford, HR1 1RT

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Overall effectiveness

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

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Summary of key findings for parents and pupils

This is a good school.  This is a well-regarded school where most pupils achieve well. This includes disabled pupils and those who have special educational needs in the main school and in the Language and Communication Centre.  Teachers and their assistants work very effectively as a team, particularly with pupils who have acute learning needs, to make learning interesting for pupils.  Teachers’ own enthusiasm for learning spills over onto the pupils and ensures that the great majority are attentive, enthusiastic and thoughtful in their learning.  Behaviour is good and pupils thoroughly enjoy school. They feel safe in school and learn to be tolerant of others.  The headteacher is a strong and experienced leader who is very well supported by his senior leadership team. Together they have brought about sustained improvements in pupils’ progress and teacher’s work.  The teacher in charge of special educational

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Summary of key findings for parents and pupils

needs keeps a close watch on pupils’ progress and leads this area of the school’s work very effectively.  Governors are well informed about pupils’ achievement, discharge their responsibilities thoughtfully and maintain close links with the day-to-day life of the school.

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It is not yet an outstanding school because

 The most able pupils are, on occasion, not sufficiently challenged, particularly in Key Stage 1.  Although improving, achievement in writing is not as good as it is in other aspects of English, or in mathematics.  Leaders have not ensured that teachers’ marking is sharp enough to show pupils how to reach consistently impressive levels of achievement, or to present their work as neatly as they should.

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Information about this inspection

 Inspectors observed 14 lessons, four of which were seen with the headteacher.  Inspectors talked to two groups of pupils from Key Stages 1 and 2 and spoke to others informally throughout the inspection.  Pupils’ work from each key stage was examined, and pupils from Key Stage 1 were heard reading.  A total of 25 responses from parents to the Ofsted questionnaire (Parent View) were examined. Additionally, inspectors looked at the responses to the school’s own questionnaire.  Meetings were held with representatives of the governing body, including the Chair of the Governing Body who is also responsible for safeguarding. The inspectors held telephone conversations with representatives of the local authority regarding the school and the Language and Communication Centre.  Meetings were held with the headteacher, other senior leaders, the special educational needs coordinator, and the Early Years Foundation Stage manager.

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Information about this inspection

 The inspectors evaluated documentation regarding pupils’ current progress and the curriculum, development plans, and procedures and records relating to safeguarding, behaviour and attendance. They examined work and records of pupils’ progress, particularly relating to the achievement of Year 6 pupils who were on a school trip at the time of the inspection.

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Inspection team

Kathy Hooper, Lead inspector Additional Inspector David Shears Additional Inspector

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Information about this school

 This is an average-sized primary school.  The overwhelming majority of pupils are White British; a much lower than average proportion are from minority ethnic groups and speak English as an additional language.  The number of pupils who are eligible for pupil premium funding (pupils known to be entitled to free school meals, looked after by the local authority or from families with a parent in the armed services) is very small.  The proportion of disabled pupils and those who have special educational needs supported at school action is lower than average. The proportion who are supported at school action plus or who have a statement of special educational needs is very high.  The school maintains specially resourced provision for disabled pupils and those who have special educational needs on site. This takes the form of a Language and Communication Centre, currently containing 28 pupils. Pupils are frequently moved into this facility from other schools by

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Information about this school

the local authority at unspecified times during the school year. It has two classes for pupils with difficulties related to speech and language, and one class for pupils with difficulties on the autistic spectrum.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.

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What does the school need to do to improve further?

 Improve teaching and learning, particularly in Key Stage 1, by ensuring that:  marking and feedback to pupils clearly help them to improve the standard and presentation of their work, particularly in writing  the most able pupils are consistently stretched by tasks that are challenging and capture their interest.

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What does the school need to do to improve further?

 Improve leadership and management by ensuring that leaders:  help teachers to sharpen their marking skills in pinpointing precisely how pupils can produce their best possible work  swiftly follow up any recommendations they make to improve the teaching skills of individual staff.

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The achievement of pupils is good

 Pupils in the main school achieve well and enjoy their learning. An above-average proportion achieve expected levels at the end of Key Stage 2, with many reaching the higher levels, especially in mathematics and reading.

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The achievement of pupils is good

 Pupils in the Language and Communication Centre also achieve well. Many arrive with a history of educational difficulties, but settle quickly and make rapid progress. Those in Key Stage 1 make good and sometimes outstanding progress. Key Stage 2 pupils with speech and communication difficulties develop excellent attitudes to learning because of the support they are given, and integrate well with their classmates. Their work in the Centre is helping them improve the clarity of their speech and their readiness to listen carefully to instructions. The routines provided for those with difficulties on the autistic spectrum help them to settle into class activities more readily so that they make accelerated progress in their learning.

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The achievement of pupils is good

 Taking into account the starting points and varying dates of entry of pupils in the Centre, pupils join the school with attainment that is below that usually found in their various year groups.

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The achievement of pupils is good

 Children in the Early Years Foundation Stage achieve well because they have lots of exciting activities. The number of children reaching a good level of development is rising and is better than expected nationally. Adults work skilfully with children, either one-to-one or in small groups, to extend their understanding and to check their progress. The most able children are able to add two single-digit numbers together using number lines. Children’s speech and their talk are good and they play very well with others. They are well prepared for Key Stage 1.

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The achievement of pupils is good

 A below-average proportion of pupils reached the expected standard in the phonics screening check in 2013. This prompted the school to improve the way pupils are taught how to sound out letters and words. The reading skills of Key Stage 1 pupils are now improving as a result. Their writing is interesting to read but achievement here is not as strong as it is in other subjects. At the end of Key Stage 2, pupils’ attainment in tests is above average. It is particularly strong in reading and mathematics. Occasionally, pupils’ writing is messily presented and this is not always corrected by teachers through marking.

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The achievement of pupils is good

 The number of pupils eligible for the pupil premium leaving Year 6 last year was too small to make judgements on their achievement without the risk of identifying individuals. Generally, numbers of such pupils across the school are equally low. The school has used the funding to provide extra staff, such as a well-being manager, to support those who are in danger of falling behind in their work. Resources are also provided to ensure eligible pupils take a full part in extra-curricular activities.

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The achievement of pupils is good

 Pupils from minority ethnic groups achieve well. Their progress is regularly checked, and if any fall behind they are quickly given extra help.

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The achievement of pupils is good

 Pupils’ literacy and numeracy skills are reinforced well in different subjects whenever possible, and pupils have good opportunities to use information and communication technology to support their learning. Children in the Early Years Foundation Stage confidently use activities on the interactive whiteboard to reinforce their learning in literacy and numeracy.

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The achievement of pupils is good

 The primary school sports funding has enabled more pupils to take part in a wider range of exciting sporting activities. Teachers’ confidence in physical education has improved and this has led to pupils showing higher levels of enthusiasm and engagement in lessons and enhanced attendance in the good range of clubs the school offers. Girls, for example, talk eagerly about how much they enjoy their dance class.

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The achievement of pupils is good

 A few of the most able pupils do not always reach the higher levels in tests and other assessments and their achievement is not always as high as it could be in lessons. This is because they are not sufficiently challenged in all classes.

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The quality of teaching is good

 Teaching is well planned and lessons appeal to pupils and gain their interest. All adults are excellent role models for pupils’ learning. Their lessons are well prepared, they treat pupils with respect and they are consistently enthusiastic about their learning. Pupils consequently work well together and try hard in lessons.

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The quality of teaching is good

 In the best lessons, pupils are engaged and challenged. Pupils relish discussing their work with others and listen to each other’s point of view well. They persevere very well with practical activities that require them to find things out for themselves. Pupils have the confidence and perseverance to try to resolve difficulties themselves when they get stuck.

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The quality of teaching is good

 In a Year 5 lesson, pupils made good progress because they had previously learned how to estimate when faced with a range of different problems. Consequently, they were able to address the practical activities they had been set with confidence and reinforce and extend their understanding. There was a tangible air of purpose and productivity. The teacher and the teaching assistants checked pupils’ learning and made them think hard by asking probing questions.

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The quality of teaching is good

 In the Language and Communication Centre, pupils concentrate on their learning and teachers and their assistants work closely together to maximise the effectiveness of their support. Learning routines are well established and pupils are keen to learn and succeed. Pupils with speech and language difficulties work well with their classmates, for instance, when discussing their work. Teachers and their assistants have excellent behaviour management skills and lessons proceed calmly and purposefully. This enables all pupils, and especially those with difficulties on the autistic spectrum, to apply themselves well.

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The quality of teaching is good

 Teachers regularly assess the progress of their pupils. Their good understanding of the differing abilities and needs of pupils helps them to plan and teach successful lessons. Pupils readily discuss the stages planned for their learning, and confidently assess their own and each other’s work and progress.

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The quality of teaching is good

 Homework set for older pupils reinforces their learning well, especially in reading and spelling. The best homework tasks, often for younger pupils, are interesting and relate well to the learning pupils have been covering in lessons.

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The quality of teaching is good

 Teaching is not outstanding because in occasional lessons the most able pupils, particularly in Key Stage 1, find the work too easy. A small minority of teachers do not tackle pupils’ messily presented writing.

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The behaviour and safety of pupils are good

 Pupils’ behaviour is good. Pupils are cooperative and responsive and really love their school. Attendance is above average.  Lessons are calm and purposeful occasions. Pupils are respectful and polite. They listen well to adults and are anxious to answer teachers’ questions. There is a good buzz of work-related talk when they are working on their own.

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The behaviour and safety of pupils are good

 Disabled pupils and those who have special educational needs are welcomed into the school, often improving their behaviour from observing the good examples they see in others. Pupils in other classes are tolerant and thoughtful in their interactions with them.

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The behaviour and safety of pupils are good

 Pupils play well together at playtimes. They take care of each other and those who are younger or more vulnerable.

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The behaviour and safety of pupils are good

 Pupils throughout the school, including children in the Early Years Foundation Stage, relish their responsibilities. The school council is effective, taking its responsibilities seriously.

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The behaviour and safety of pupils are good

 The school’s work to ensure pupils are safe and secure is good. The staff have developed a strong feeling of community and ensure that all pupils are fully included in the life of the school. Pupils say that unkind behaviour is rare. They are totally confident that where they are unable to sort out difficulties, adults will promptly address any problem. Inspectors found no evidence of bullying.

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The behaviour and safety of pupils are good

 Pupils are occasionally excluded from the Language and Communication Centre, but this reflects the pupils’ often acute emotional and behavioural difficulties and each case is considered carefully.

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The leadership and management are good

 The headteacher and senior management team are well informed, experienced and provide strong leadership. Middle managers such as those responsible for leading subjects are well trained and use their initiative well to support improvements.

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The leadership and management are good

 Teachers in charge of the Early Years Foundation Stage and the Language and Communication Centre lead these areas well. Their plans for development are well considered and very detailed. They have good links with teachers with similar roles in other schools and share good practice with their colleagues.

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The leadership and management are good

 A close eye is kept on the progress made by disabled pupils and those who have special educational needs in the Language and Communication Centre, and good resources are used well to make sure they achieve well. Those who are ready are integrated into the main school to work alongside their peers, especially in the afternoons.

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The leadership and management are good

 Support provided by the local authority is not extensive. It has a system of risk assessment for local schools, and considers the school to be a low risk on the basis of its analysis of the school’s outcomes. An officer for special needs makes visits to the school, but these do not include classroom visits. The school belongs to a partnership with local schools that provides mutual support to staff.

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The leadership and management are good

 The school uses strong systems to hold staff to account for their effectiveness. Leaders systematically link their judgements of teaching quality to their analyses of pupils’ progress, and decisions made on the choice of priorities for developing the school are consequently well informed. However, leaders’ monitoring of teaching does not always pick up inconsistencies in teachers’ practice quickly enough, for example in marking.  The school has very good links with parents and carers, and is popular within its community. Parents and carers are involved in the life of the school; for instance, they hear pupils read. The school has a good reputation with parents for working well with disabled pupils and those who have special educational needs, and with less-able pupils.

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The leadership and management are good

 The curriculum is used purposefully to promote pupils’ spiritual, moral, social and cultural development. Pupils have excellent opportunities to sing together as well as taking part in art, dance and sporting activities. Recently, teaching staff have worked together to develop a unique curriculum that is designed to reinforce pupils’ literacy and numeracy skills regularly across different subjects.

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The leadership and management are good

 The governance of the school:  Recent resignations due to work pressure, and personal issues, have temporarily depleted the governing body. Nevertheless, the governors who remain are well informed, both about the school and about the effectiveness of their own work, having recently undertaken a formal evaluation of their own effectiveness and needs. New governors are becoming more closely involved in the day-to-day life of the school and this is improving their understanding of their role. Governors are informed regarding the achievement of pupils who are eligible for pupil premium support, and how the primary sports funding is working. Governors ask challenging questions and have a good understanding of their responsibilities regarding the school’s checks on pupils’ progress and teachers’ work, and the conditions regarding teachers’ progression up the pay scale. They ensure that national requirements relating to the

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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 116680 Local authority Herefordshire Inspection number 440419

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School details

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act.

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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 246 Appropriate authority The governing body Chair Ken Lapsley Headteacher Stephen Pugh Date of previous school inspection 26 May 2011 Telephone number 01432 273232 Fax number 01432 352479 Email address admin@hamptondene.hereford.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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