Henry Hinde School

Inspection of Henry Hinde Junior School Cornwallis Road, Bilton, Rugby, Warwickshire CV22 7HN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement 8 and 9 November 2022

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What is it like to attend this school?

Pupils are happy coming to this rapidly improving school. The principal, following her appointment, rightly identified behaviour and pupils’ attitudes to learning as the priorities for improvement. Following significant staffing changes, improvements to the quality of teaching and to the physical environment, pupils now learn well.

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What is it like to attend this school?

Pupils feel safe in school. They do not feel that bullying is a problem. They know that, should it happen, staff will deal with it. Behaviour in class and around school is good. Pupils and parents commented on the improvement. Staff use the new behaviour policy consistently. Staff manage any low-level disruption well. Learning happens without interruption. Pupils are polite, friendly and welcoming.

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What is it like to attend this school?

Leaders have high expectations of, and for, all pupils. Leaders want pupils to enjoy and be enthusiastic about learning. They have thought about the learning experiences pupils need to be successful in the future. As a result, pupils are positive about learning and want to learn more.

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What is it like to attend this school?

Pupils have opportunities to take on roles in school. Enthusiasm about joining the choir and choosing what to sing is high. Year 6 enjoyed their recent residential trip. The school supports charities such as Children in Need.

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better?

Leaders have rightly focused on ensuring that pupils read well, widely and with enjoyment. They have invested in developing the school library and purchasing new resources. Leaders have developed comprehensive, coherent plans outlining novels to be read in each class, vocabulary and grammar learning opportunities. These plans are successful.

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better?

Leaders have recognised the need to support pupils who do not find reading easy. They have purchased a new phonics scheme. Staff have received training in order to deliver the programme. Interventions focus on teaching and revisiting the sounds pupils need to know in order to read with increasing fluency. The assessment of pupils’ progress over time is at an early stage. Leaders have secure plans in place to enhance how they assess and make use of the findings to ensure that all pupils do well. By the end of Year 6, most pupils read well for pleasure and research. For example, one Year 6 pupil told an inspector, ‘I’m enjoying reading this classic novel; it was my grandad’s favourite.’

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better?

Leaders have created a clear direction for the development of all subjects. This helps teachers know what to teach and when. Development is at a more advanced stage in subjects such as English, mathematics and science. Leaders have identified the building blocks of these subjects, and they check how well staff use them. Pupils are learning well and making progress. They present work conscientiously. Teachers consistently apply the new marking policy to help pupils improve. 8 and 9 November 2022

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Many other subject leaders are new to the school. They are developing their subjects coherently. However, their work is at an early stage. These middle leaders have not yet had opportunities to check how well teachers teach or if pupils know and remember more over time in those subjects.

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Pupils enjoy sharing ‘Exhibition Weeks’. They showcase their learning to their parents and visitors. Pupils take pride in these opportunities. Parents enjoy celebrating their children’s success.

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Historically, provision for pupils with special educational needs and/or disabilities (SEND) was poor. Leaders have taken steps to better identify and assess pupils with SEND. Leaders give staff support to ensure that they adapt learning to meet the needs of these pupils. However, leaders know that there is still more to do. Plans are in place to develop staff knowledge and skills further. Leaders include pupils with SEND in all activities. They can apply for roles and responsibilities.

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Leaders ensure that pupils learn about the world they live in, different faiths and cultures. The school values are well known by pupils, and they see them as important.

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Teachers at an early stage in their career feel well supported and happy in school. Staff say they feel well supported by school leaders and the multi-academy trust.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

School leaders take their safeguarding responsibilities seriously. They know the pupils and their families well. Relationships are developing, creating trust between the school and parents.

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Safeguarding

Leaders and staff follow up any signs of concern. Staff know what to look for and how to report their concerns. Leaders work well with other agencies to get the support that pupils and families need.

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Safeguarding

Pupils learn how to keep themselves safe when online. The curriculum ensures that pupils receive the knowledge and skills they need to keep themselves safe.

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Safeguarding

Leaders of the trust ensure that all pre-appointment checks happen before staff join the school.

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(Information for the school and appropriate authority)

 Some subjects are still at an early stage of development. This means leaders cannot securely identify how well pupils know and remember more over time in 8 and 9 November 2022

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those subjects. Leaders should ensure that all subjects are swiftly developed so that they are coherently sequenced.  Some subject leaders are very new in post and have not had the opportunity to monitor and evaluate their subjects. As a result, leaders cannot accurately identify how effectively the desired curriculum is implemented or its impact. Leaders should ensure all subject leaders are able to evaluate and enhance their subjects.  The support for some pupils with SEND is not as well targeted as it could be. Leaders do not know if these pupils are making as much progress as they could. Leaders should evaluate the support they offer teachers to meet these pupils’ needs.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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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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. 8 and 9 November 2022

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School details

Inspection number 10241248 Type of school Junior

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School details

Dates of previous inspection 21 and 22 November 2018, under section 5 of the Education Act 2005

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Information about this school

 The school uses one unregistered alternative provider.  The school joined Transforming Lives Educational Trust, a multi-academy trust, in January 2019.  The principal was appointed in April 2021.  The assistant principal was appointed in January 2022.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.  Inspectors met with the principal, assistant principal, other leaders within the school and teaching staff. The lead inspector also met with two members of the academy improvement management board, one of which is the chair of the 8 and 9 November 2022

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board, two trustees of the multi-academy trust and the CEO of the multi-academy trust.  An inspector met with key staff responsible for safeguarding and checked the single central record and procedures for the recruitment of staff. She discussed procedures and policies relating to safeguarding and the welfare of pupils.  Inspectors carried out deep dives in these subjects: reading, mathematics, history and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also spoke to leaders about the curriculum in some other subjects.  Inspectors watched pupils’ behaviour in class and at other times during the day and spoke with parents, staff and pupils about behaviour.  An inspector spoke with parents at the end of the school day. Inspectors also

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considered responses, including free-text comments, to the Ofsted Parent View online questionnaire.  Inspectors studied the school’s website and public information.

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Inspection team

Tina Willmott, lead inspector Ofsted Inspector

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Inspection team

Dawn White Ofsted Inspector 8 and 9 November 2022

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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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