Hingham Primary School

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

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Overall effectiveness Requires improvement

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Good

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Outcomes for pupils Requires improvement

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

This is a school that requires improvement

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Summary of key findings for parents and pupils

 Leaders and governors were slow to act in addressing weaknesses in pupils’ progress over time. More recent changes to teaching and the curriculum are improving pupils’ progress, especially in mathematics.  Teaching is not consistently strong. Some teachers have less effective classroom management skills than others.  Early reading is not taught consistently well.  Some teachers do not use assessment well enough to tailor tasks towards pupils’ needs. The most able pupils are not consistently challenged.  Plans for developing learning over time in subjects such as history and science are not fully developed or consistently implemented. Consequently, some pupils make better progress in their learning in these subjects than others.  Some pupils and parents do not understand the school’s approach to behaviour management. Leaders have not explained sufficiently the reasons for changes to the school’s policy.  Pupils do not make consistently good progress

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Summary of key findings for parents and pupils

because not all teachers have high enough expectations of what pupils can achieve.

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Summary of key findings for parents and pupils

 The care provided for each individual pupil is a major strength of the school. Staff know each pupil well and establish strong and trusting relationships with pupils.  The school has a highly inclusive ethos. Support for pupils with special educational needs and/or disabilities (SEND) is effective. These pupils are well supported and make good progress from their starting points.  Staff and governors share a strong commitment to helping pupils become well- rounded individuals. The curriculum being developed is well thought through and strongly focused on widening and deepening pupils’ experiences and developing positive attitudes.  Children in the early years get off to a strong start because early years staff have high expectations.

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What does the school need to do to improve further?

 Improve the quality of teaching and learning by ensuring that: – teachers have consistently high expectations of all pupils and effective classroom management skills – all teachers have secure subject knowledge in all subjects that they teach – assessment is used more effectively to ensure that tasks better match pupils’ needs and provide sufficient challenge for all pupils, including the most able pupils.  Improve pupils’ outcomes by ensuring that: – the teaching of early reading and mathematics skills is consistently effective – the curriculum plans are implemented consistently and build on learning progressively in subjects such as science and geography – disadvantaged pupils achieve equally well in all subjects and classes, through more finely tuned support.  Improve leadership and management, by: – making expectations of staff more explicit and providing more-effective support and guidance for staff so that teaching is consistently good

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What does the school need to do to improve further?

– further developing middle leadership so that subject leaders are better able to identify and address where learning is most effective and where improvement is needed – prioritising training in, and resourcing of, early reading and mathematics – providing governors with more detailed information about the progress pupils are making across classes and subjects so that they are better able to support and challenge leaders and the outcomes being achieved – ensuring that pupils and parents understand and have confidence in the school’s approach to behaviour management.

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Effectiveness of leadership and management Requires improvement

 Leaders and governors were slow to recognise the weaknesses in pupils’ progress over time, especially in mathematics. The changes to the curriculum and to teaching that have now been implemented are proving effective. Where teaching is strong, pupils are making good progress, including in mathematics.  Leaders carry out a range of checks on teaching. They watch lessons, look at pupils’ books and talk with pupils. However, leaders have not identified clearly where teaching is having the most and least impact on pupils’ progress over time. Consequently, they have not provided clear-enough guidance for staff to improve their teaching where needed.  Leaders have promoted a love of reading, for example by ensuring that all classes have attractive mini-libraries and that teachers read stories to pupils daily. However, leaders have not prioritised staff training in the teaching of early reading. Some staff do not

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Effectiveness of leadership and management Requires improvement

know well enough how to support pupils at the early stages of learning to read or how to support those who are not keeping up. As a result, some pupils enter key stage 2 unable to read to the standard they should and do not catch up sufficiently to reach the standard expected for their age by the time they leave the school.  Subject leaders work in pairs and are increasing their understanding of their roles and responsibilities. Nonetheless, some have a better understanding than others. Some subject leaders have few opportunities to watch teaching across the school and so do not know where practice is most effective and where support is needed. This restricts their ability to provide effective support for staff.  Leaders have altered their approach to behaviour management and sanctions. Staff know the new system and use it effectively to manage pupils with challenging behaviour. However, some pupils and their parents do not fully understand the school’s

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Effectiveness of leadership and management Requires improvement

new approach and so lack confidence in it.  Leaders provide a broad and interesting curriculum. They know what they want to achieve through the curriculum. Nevertheless, plans to develop this are still being refined and are not consistently implemented, and so some pupils do not build on their learning through the curriculum.  Leaders have provided staff training in improving the teaching of mathematics. They have ensured that staff attend external training and that this is then provided to all teachers. This is having a positive impact in improving the teaching of mathematics in most classes. However, leaders have not ensured that all staff recognise the importance of developing fluency in basic skills and recall of mathematical facts such as multiplication and addition.  Leaders are committed to developing the whole child. They enrich the curriculum through extra activities. Pupils enjoy termly trips and community events, for example,

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Effectiveness of leadership and management Requires improvement

and special days such as Roman day. Some pupils attend forest school to develop their social skills and attitudes to learning. Leaders provide opportunities for pupils to take on responsibility, for example as school councillors. Through this they learn about democracy, voting and electing their chosen candidates.  Leaders and governors have created a highly inclusive ethos. They welcome pupils who have had poor experiences at other schools and work with them and their parents to develop positive attitudes to learning.  Pupils with SEND, as well as the higher than average number of pupils who are disadvantaged, are generally supported well. This is because leadership of this area is effective. Leaders pay close attention to the individual needs of pupils, for example in pupil progress meetings, and carefully plan support for these needs. They ensure that funding for pupils with SEND is used effectively and review the support provided

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Effectiveness of leadership and management Requires improvement

regularly with parents and the individual pupils. However, where teaching is less effective, disadvantaged pupils in particular do not make as much progress as they are capable of making.  Leaders ensure that the funding provided to promote sports and physical activity is well used. Pupils enjoy a range of sports activities, take part in competitions such as cricket tournaments, and walk the daily mile with enthusiasm.

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Governance of the school

 In the past, governors have not provided the correct balance of support and challenge for leaders. Instead they have too readily accepted leaders’ explanations for weak progress by the end of key stage 2. More recently, however, they have been well supported by the local authority and now have a much better understanding of how to challenge more effectively. Governing body minutes demonstrate that governors now question leaders more closely about different groups of pupils. They draw on information from other sources such as external evaluation, subject leaders and from their own visits to the school. Consequently, governors have a better grasp of where teaching and learning are strong and where they are not. However, governors are still not given sufficiently detailed information about the progress of all pupils in each class.  Governors ensure that funding is used for the purposes it is intended. They know, for

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Governance of the school

example, how funding for disadvantaged pupils is used to improve attitudes and attendance and know that this is having a positive impact for some pupils.

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Safeguarding

 The arrangements for safeguarding are effective.  A strong culture of safeguarding exists across the school. All staff are aware of signs that may indicate a child is at risk of harm. This is because staff training is regular and effective. Safeguarding is a standard item on the agenda at all staff meetings so that information and knowledge are kept up to date. Leaders are aware of the common issues affecting pupils at the school and are proactive in addressing these. They provide support for parents when required and work with external agencies to ensure that pupils and their families receive the help they need to keep children safe.  All systems for checking staff are carried out in accordance with national guidance. Leaders regularly review the files about those pupils where there are concerns and ensure that information is kept up to date and ordered appropriately.  Leaders ensure that pupils know how to keep themselves safe, including when online,

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Safeguarding

because this is taught in lessons, through assemblies and personal, social, health and economic lessons. Pupils know what information they should and should not share when online.

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Quality of teaching, learning and assessment Requires improvement

 While teaching in some classes is effective, this is not consistently the case. In some classes teaching is not well enough structured to ensure that pupils make progress over time. For example, some tasks, such as regularly copying writing from a whiteboard, lack purpose and do not help pupils develop their ability to compose their own writing or learn to spell.  Some teaching is not well matched to pupils’ needs. Sometimes it is too challenging without the correct support being provided. Conversely, some teaching lacks challenge and some pupils, including the most able pupils, do not make the progress they are capable of making over time.  The teaching of early reading is not effective enough. Teachers do not build on the good start made in the Reception class to ensure that almost every child will reach the expected standard in phonics. This is because some staff lack a secure knowledge of how to teach early reading effectively.

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Quality of teaching, learning and assessment Requires improvement

 Teaching in mathematics is improving in most classes. Teachers across the school provide increasing opportunities to develop pupils’ reasoning and problem-solving skills. Pupils in some classes, such as Year 6, are asked regularly to explain their thinking, which deepens their understanding. However, some older pupils lack fluency in basic number recall and calculation, such as adding a single digit number to a two-digit number in their head. This impedes them in solving problems which they know how to solve. Too little attention is given to ensuring that as pupils move through the school they develop fluent rapid recall of the basics in mathematics.  Assessment is not used consistently well in all classes. In some classes, teachers skilfully ask questions to identify what pupils already know and where they have gaps in their knowledge. They look at pupils’ work and identify errors. However, in some

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Quality of teaching, learning and assessment Requires improvement

classes, teachers are less effective in identifying and addressing pupils’ misconceptions. For example, in one class pupils copied incorrect work from their whiteboards into their books, reinforcing their misunderstandings because the teacher had not addressed their errors sufficiently well.  In some classes, teachers’ high expectations are evident in the high-quality work that pupils regularly produce. However, some teachers do not have high enough expectations of pupils. For example, they accept work which is poorly presented and has errors, such as incorrect spelling of words the pupil is capable of spelling accurately.  Staff have positive relationships with pupils. Some staff use these positive relationships very well to manage pupils and motivate them to learn. For example, some staff use humour well to maintain a positive atmosphere in classes and encourage pupils to work hard. However, where staff have less effective classroom management skills, pupils

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Quality of teaching, learning and assessment Requires improvement

sometimes lose interest and disrupt the learning through talking and fidgeting.  Additional adults support learning well, particularly for pupils with additional needs. They support groups and individuals and explain and rephrase tasks to help pupils know what they should do.  Pupils know the value of learning and teachers help them to recognise that making mistakes is part of learning. For example, in one class pupils recorded on a chart each learning experience from a mistake they made.  In some classes, teaching of subjects such as history and science, for example, is very effective. Pupils are able to recall what they learned at the beginning of the year, explain concepts such as ‘invasion’ and make links between different topics studied, such as the beliefs of Romans and those of the Mayans. In these classes, teachers know the importance of linking current learning to what has been taught previously.

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Quality of teaching, learning and assessment Requires improvement

They make learning memorable and, consequently, pupils make good progress.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  Leaders have put effective support in place for pupils’ personal development. They prioritise developing pupils’ social skills and their understanding of right and wrong. This is done through assembles, in class and individual discussions. Pupils learn about the wider world through charity work as well as in lessons such as geography. They are given opportunities to learn music; all pupils learn the ukulele, and many enjoy singing in the choir.  Pupils spoke confidently to inspectors and were pleased to show their work and talk about it. The majority of pupils are developing increasingly positive attitudes to learning. In most classes, they persevere when tasks are tricky and help each other.  Pupils are given lots of opportunities to work collaboratively. For example, pupils often circulate around the classroom to ask each other questions about spellings or

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Personal development and welfare

mathematical facts, remembering to say ‘well done’ and ‘thank you’ after each interaction.  Pupils enjoy taking on responsibility, for example as house captains and for the ‘Huff and Puff’ shed which provides play equipment at lunchtimes. Pupils take their responsibilities seriously and carry out their jobs responsibly.  Most pupils spoken to during the inspection said that they feel safe in school. They said that there is always someone to go to if they are worried or upset. They have a good understanding of what bullying is and is not, and say that bullying is rare. Pupils are confident that any bullying is dealt with by staff effectively. Some pupils do not understand the recent changes to the school’s approach to behaviour management and so are uncertain of how fair or effective this is. This is also the case for a small number of those parents who responded to Ofsted’s online questionnaire, Parent View.

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Behaviour

 The behaviour of pupils is good.  Pupils generally behave well in lessons and around the school. They are respectful to staff and each other and listen to their teachers in lessons.  Staff manage the small number of pupils who have challenging behaviour well because there are clear systems in place to do so. Consequently, learning is rarely disrupted by incidents.  Where teaching is less effective, pupils do not concentrate as much as they should and sometimes interrupt others in their learning.  Attendance is generally in line with the national average because leaders tackle absence rigorously. They meet with parents and explain the importance of regular attendance at school. They impose fixed-penalty notices when needed. As a result, most pupils attend regularly. Leaders also remind parents about the importance of coming to school on time every day. Leaders have been successful in improving the

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Behaviour

attendance of some pupils. Nevertheless, there remain a small number of pupils, including some disadvantaged pupils, who are absent or late to school too frequently.

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Outcomes for pupils Requires improvement

 In previous years, the progress of pupils by the end of Year 6, particularly in reading and mathematics, has been below that found nationally. This is because teaching of mathematics has lacked coherence and the teaching of early reading skills has not been good enough. Pupils currently in Year 6 are making better progress and more are achieving the standard expected of them in reading, writing and mathematics. However, some still have gaps in their learning and, despite their good progress, remain below the expected standard for their age.  The proportion of pupils in Year 2 who achieved the expected standard in reading, writing and mathematics was lower than national averages in 2018. Current pupils’ progress in reading, writing and mathematics varies according to the quality of teaching they receive. However, progress in mathematics is generally better because the changes implemented to the curriculum and the current approach to teaching

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Outcomes for pupils Requires improvement

mathematics have made teaching more effective.  In subjects other than English and mathematics pupils also make variable progress. In some classes, pupils are developing secure learning over time in subjects such as history and science. However, because curriculum plans are not fully developed or implemented, in other classes pupils are not making as much progress as they could. Some teachers lack sufficient subject knowledge, for example in art, to enable them to provide meaningful tasks to help pupils learn.  Pupils who are disadvantaged make similar progress to others in the school. Where teaching is effective, these pupils make strong progress. Inspectors found evidence of good impact of the support provided for some disadvantaged pupils’ social, emotional and mental health needs which has contributed to better attitudes to learning and improved progress.  Pupils with SEND make good progress from their starting points. This is because

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Outcomes for pupils Requires improvement

leaders carefully consider these pupils’ wider needs as well as their academic needs, taking advice from other professionals in order to refine and improve provision.

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Early years provision Good

 Leadership of the early years is effective. Leaders know what good provision looks like and have ensured that this is reflected in the tasks, environment and use of resources within the Reception classroom and outside.  Staff know where provision is strong and where improvements are needed. For example, they identified that developing children’s communication skills needed further development and have prioritised this, providing wide ranging opportunities for speaking and listening. Leaders also identified that, because previously assessments had not been based on secure evidence, some children moved into Year 1 without a good enough understanding of phonics and numbers. Staff currently in the Reception class ensure that children regularly learn their sounds and practise counting in a variety of contexts. Children’s learning journeys show that children are currently making good progress from their starting points and are well prepared for Year 1.

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Early years provision Good

 Staff provide a good range of engaging activities for children indoors and outdoors. They consider children’s interests and enthusiasms and build this into their plans. They balance opportunities for directly teaching children with independent learning.  Adults intervene well in children’s play and talk to them to extend their learning. They encourage children to be independent in their use of resources and to take responsibility, for example, for tidying equipment they have used.  Children know the routines in the Reception class because these are taught from the start. For example, children told the inspector that shoes were not allowed on the carpet in the classroom. Children learn the habits of good behaviour because staff regularly remind them, for example, to use their indoor voices. Children learn to behave well in class and outside. They cooperate and share equipment and enjoy playing and learning together.

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Early years provision Good

 Staff know all children well and are sensitive to their individual needs. They plan carefully for pupils who are disadvantaged and for those who have SEND. Children enjoy a safe and welcoming environment and trust the adults who support their learning.  Transition into the Reception class is managed well, and parents said that this had ensured that their children had settled well into school. One typical comment made by other parents was: ‘During this, my son’s Reception Year, teachers and teaching assistants have worked closely with us to make sure he settled well and quickly into school life. Though there have been changes to staff through the year, our son has always felt supported and happy at school.’ However, not all parents are as fully engaged in supporting their children’s learning. Leaders continue to identify the best ways to help parents to support their children and maximise their learning.

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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

Appropriate authority The governing body

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School details

Email address head@hingham.norfolk.sch.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is smaller than average, compared to other schools nationally.  Pupils are taught in single-aged classes from Reception to Year 6.  The majority of pupils are of White British background.  The proportion of pupils who are known to be eligible for free school meals is higher that found nationally.  The proportion of pupils with SEND or who are supported by an education, health and care plan is above average.

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Information about this inspection

 Inspectors observed lessons in all classes, some with senior leaders.  Inspectors looked at pupils’ books, school assessment information, leaders’ evaluation of teaching and learning and a range of school documents. Inspectors took account of 64 responses from parents to Ofsted’s online questionnaire, Parent View, and eight responses to Ofsted’s staff survey.  Inspectors spoke with a small number of parents, and met with some pupils from Years 4, 5 and 6.  Inspectors spoke with five members of the governing board, a representative of the local authority, senior and middle leaders, and staff.  Policies and procedures for safeguarding pupils were examined, including mandatory checks made during staff recruitment.

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Inspection team

Maria Curry, lead inspector Her Majesty’s Inspector

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Inspection team

Jo Nutbeam Ofsted Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . 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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Inspection team

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. www.gov.uk/pupil-premium-information-for-schools-and- alternative-provision-settings .

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Inspection team

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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Inspection team

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.gov.uk/government/organisations/ofsted .

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Inspection team

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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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