Hempshill Hall Primary School

Inspection of Hempshill Hall Primary School Armstrong Road, Hempshill Vale Estate, Bulwell, Nottingham, Nottinghamshire NG6 7AT

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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 Outstanding 5–6 November 2019

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What is it like to attend this school?

Pupils are polite and well behaved. Many told us that they enjoy school, saying that lessons are interesting and fun. However, not all pupils attend as regularly as they should. Pupils are enthusiastic about the range of outdoor activities available at playtimes and lunchtimes. They were keen to show us the gardening and animal areas. Pupils were proud to explain how they care for the chickens, ducks, rabbits and guinea pigs.

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What is it like to attend this school?

The school’s motto is ‘happiness, harmony and success’. Staff promote the school’s values in all lessons and activities. There is a warm and caring atmosphere throughout the school. Pupils told us that they feel safe and that bullying is not an issue here. They know to ‘tell a trusted adult’ if they have any worries.

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What is it like to attend this school?

Creativity is highly valued. The quality of pupils’ artwork, displayed in all areas, is impressive. The school has links with the Royal Shakespeare Company. Pupils spoke warmly about how these links have helped them in their creative work.

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What is it like to attend this school?

Pupils enjoy mathematics. They achieve well in this subject by the end of Year 6.

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better?

The teaching of English and mathematics is good. Pupils in all year groups are developing as confident mathematicians. Staff plan work that helps pupils to learn new concepts by building on what they already know. Pupils in many classes told us that they enjoy mathematics and are proud of their achievements.

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better?

Leaders have revised their approach to the teaching of reading. This was necessary because pupils’ achievement in reading declined in 2018. The teaching of reading now begins as soon as children start Nursery Year. Pupils continue to make good progress in reading throughout key stage 1. Pupils’ achievement in phonics improved considerably in 2019. Staff in all year groups help pupils who need to catch up in reading. They provide extra sessions such as ‘early bird readers’ and one-to-one support. These approaches are working well. Pupils who are able, confident readers are challenged to complete the ‘star reader’ programme.

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better?

Leaders and staff are ambitious for all pupils. They understand that pupils need to achieve well in all subjects. This has resulted in a widespread review of the curriculum. This review has not been finalised in all subjects. Further revisions are planned for computing, music and Spanish throughout this academic year.

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better?

Pupils with special educational needs and/or disabilities (SEND) receive well-planned support. This means that they take part in activities alongside their peers. Pupils with SEND achieve well.

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better?

The school’s work to promote pupils’ personal development is a clear strength. There is a strong emphasis on teaching pupils how to stay safe. For example, pupils 5–6 November 2019

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take part in class discussions and have visitors from the National Society of the Prevention of Cruelty to Children. Pupils learn how to stay safe outside school, around water and on the roads. There are good community links with the local police. Staff teach about sensitive issues such as safe relationships and substance abuse. Pupils told us that they value these sessions and understand their importance. Open-door sessions are available every playtime, if pupils wish to talk with a trusted adult.

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Pupils understand fundamental British values such as respect and tolerance. Staff encourage pupils to be aware of the experiences and cultures of others, beyond their own community. Pupils are well prepared for life in modern Britain.

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Behaviour is good. Pupils cooperate well with each other and with staff. Leaders have responded quickly when pupils have shown challenging behaviours related to their additional needs. Occasionally, this has resulted in a fixed-term exclusion. These instances have reduced over time.

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Rates of attendance have been too low for the past three years. Leaders and governors have taken action to tackle this issue. As a result, rates of persistent absence have reduced. However, overall absence remains above average.

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Children in the early years receive a good quality of education. They are safe and happy. The staff work as an effective team, placing strong emphasis on the development of early reading and mathematics. Staff are quick to provide extra support to those who need to catch up. Children respond well to routines. They play and learn happily together. Children with SEND receive the support they need to make the most of the activities provided.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are well trained. They understand how to raise concerns and are confident that leaders respond promptly. The school’s positive ethos promotes a culture of care and concern for all pupils. Governors take their safeguarding duties seriously and check the school’s procedures regularly. Employment checks are thorough and are compliant with statutory requirements. Pupils told us that they are taught how to keep themselves safe. They understand why this is important.

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(Information for the school and appropriate authority)

 The school’s curriculum is not yet sufficiently coherently planned and sequenced in some subjects. However, it is clear from the actions that leaders have taken that there is a plan and timescale in place to bring this about. Leaders should ensure that this work is completed in all subjects within two years. 5–6 November 2019

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 Leaders should ensure that pupils have consistently high attendance.

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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 .

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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. 5–6 November 2019

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School details

Inspection number 10111431 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Headteachers Karen Gregg and Sally Dakin

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School details

Date of previous inspection 10–11 March 2015

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Information about this school

 The school has two co-headteachers. Both are full time, dividing their duties across the week between teaching and headship. This is a permanent arrangement that has been introduced since the last inspection.

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Information about this inspection

We carried out this inspection under section 8 of the Education Act 2005. We deemed the inspection a section 5 inspection under the same Act.

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Information about this inspection

 Inspectors met with the co-headteachers, the assistant headteachers and a range of other curriculum leaders and staff.  The lead inspector met with a group of governors, including the chair. She held a telephone conversation with a representative from the local authority.  Reading, mathematics, history and modern foreign languages were considered in depth during this inspection. This involved speaking with leaders, staff and pupils, visiting lessons, hearing pupils read and looking at samples of their work. A range of other subjects was also considered.  Inspectors evaluated the effectiveness of safeguarding by speaking with pupils, leaders, staff, governors and parents. The lead inspector scrutinised the school’s 5–6 November 2019

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records, policies and employment checks.  Inspectors spoke with leaders and scrutinised planning documents relating to a range of subjects taught at the school.  Inspectors observed pupils’ behaviour in lessons and around school. The lead inspector scrutinised leaders’ records relating to behaviour, bullying, exclusions and attendance.

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Inspection team

Christine Watkins, lead inspector Her Majesty’s Inspector

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Inspection team

Jane Moore Ofsted Inspector 5–6 November 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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