Hawes Primary School

Inspection of Hawes Primary School Town Head, Hawes, North Yorkshire DL8 3RQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Not previously inspected 25–26 September 2019

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What is it like to attend this school?

Pupils say that they enjoy school. They say that there is always something to do. Those pupils who spoke to inspectors told us how much they like mathematics. They also said that their teachers help them to learn more.

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What is it like to attend this school?

Pupils behave well in school. They respond straight away to what their teachers ask them to do. They are polite to each other and to adults. The oldest pupils are very good role models for the youngest pupils to follow.

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What is it like to attend this school?

Bullying in school is rare. Pupils know what bullying is, and the different forms it can take. They know how important it is to tell, and they are confident that an adult will sort out any problems for them. Older pupils are not always aware of some of the risks associated with using social media and online bullying.

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better?

Leaders have thought very carefully about the school’s curriculum. Teachers have had lots of training from the trust so that they have good subject knowledge. They understand how to use pupils’ assessment information well. Leaders have organised schemes of work in some subjects so teachers know what to teach, and when to teach it. In mathematics, teachers plan to help pupils know more and to be secure in their basic skills. The ‘Daily 5’ gives pupils lots of practice at remembering their arithmetic facts. Pupils’ learning in history and religious education reflects the same thoughtful precision. Not all subjects are coherently planned. It is clear from the actions leaders have already taken that they are improving this. Although early in the term, leaders have not checked that all staff are implementing recent curriculum changes.

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better?

Teachers share their love of reading with pupils. All classrooms have reading corners with lots of books to choose from. Pupils talk about their favourite stories and books during a weekly reading assembly. The youngest pupils read to their teachers regularly to practise their reading fluency. A daily phonics session helps pupils learn their sounds quickly. Sounds are being taught in order. This helps pupils to make speedy progress in acquiring their phonics skills. In early years, children spend lots of time looking at books and listening to rhymes and songs. Puppets and toys help children remember stories. For example, Nursery children retold the story of ‘Three Billy Goats Gruff’. They used soft toys to represent the goats and troll, and made a bridge from blocks. They then made the goats ‘trip trap’ over the bridge, remembering the rhymes from the story.

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better?

The personal, social and health curriculum helps broaden pupils’ awareness of the wider world. It improves pupils’ understanding of diversity. Governors use their skills to support the headteacher with this aspect of the school’s work. For example, several arts projects have linked pupils at Hawes with pupils in Norfolk and South Africa. Leaders have also established links with a hospice from a neighbouring village. Such projects contribute to pupils’ growing awareness of life beyond the 25–26 September 2019

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school’s rural location. They also add value to pupils’ spiritual, moral, social and cultural development.

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The headteacher wants all pupils to be successful. She has improved parental involvement with the school. Parents and carers can attend a weekly assembly where pupils share their work. There are opportunities for parents to learn alongside their child. This is particularly helpful for parents whose children may have special educational needs.

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The trust has been pivotal to the considerable improvements at the school. It offers continued support and training to leaders and staff.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The headteacher has improved the arrangements for safeguarding in the school. All staff receive regular training so that they know what to do if they have any concerns. Concerns are reported and followed up appropriately. The headteacher has improved staff vigilance and their awareness of risks. She manages access to the school site well. This is particularly important during the summer months when tourism is more prevalent. Pupils have support and guidance to keep themselves safe. A programme of assemblies and themed days help pupils to do this.

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(Information for the school and appropriate authority)

 Leaders need to ensure that the schemes of work they produce for all foundation subjects are planned coherently. Such schemes of work need to identify precisely the knowledge and skills that pupils will learn in each year group, so that pupils will know more and remember more, particularly in geography.  Leaders need to ensure that they monitor the implementation of such schemes of work routinely, so that all staff follow the agreed methodology effectively.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted . 25–26 September 2019

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Further information

You can search for published performance information about the school.

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Further information

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. 25–26 September 2019

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School details

Inspection number 10110543 Type of school Primary

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is a small rural village school. It is much smaller than the average- sized primary school.  The proportion of disadvantaged pupils and pupils with SEND is smaller than the national average. There are no pupils with an education, health and care plan.  Almost all pupils are of White British heritage.  The school was sponsored by Yorkshire Collaborative Academy Trust (YCAT) in October 2016. This is the school’s first inspection since academisation.  When the predecessor school was last inspected, it was judged inadequate requiring special measures.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We met with the headteacher, curriculum leaders and special educational needs coordinator (SENCo). We held meetings with the chief executive officer of the 25–26 September 2019

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trust and members of the local governing body, including the chair of governors.  The subjects considered as part of the inspection were mathematics, reading, history and geography.  We visited lessons in those subjects when they were taught. Afterwards, we talked to the pupils and teachers from the lessons we visited. We looked at pupils’ work in their books. We heard pupils read. We talked to curriculum leaders and governors about their ambitions for the curriculum.  Documents relating to safeguarding were reviewed. We examined safeguarding policies and procedures, along with training records. We talked to staff about their role in keeping pupils safe. There were no referrals to the local authority children and young people’s services.  We checked attendance and exclusion records, and reviewed any recorded behavioural incidents. We reviewed leaders’ actions to resolve such incidents.  We observed pupils at playtime and lunchtime and talked to them about what it is

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like to be a pupil at the school.  We talked to staff about their workload and the amount and quality of training and support they receive from leaders.  We took account of four responses to the staff survey and 17 responses to the Ofsted online questionnaire for parents, Parent View.

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Inspection team

Diane Buckle, lead inspector Her Majesty’s Inspector

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Inspection team

Zoe Westley Ofsted Inspector 25–26 September 2019

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regulates and inspects to 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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