Huish Primary School

Inspection of Huish Primary School Carisbrooke Gardens, Yeovil, Somerset BA20 1AY

p.1

Inspection dates: 10 and 11 January 2023

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding

p.1

Overall effectiveness Outstanding

Early years provision Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 10 and 11 January 2023

p.1

What is it like to attend this school?

Leaders have the highest ambitions for their pupils. They ensure that pupils, regardless of their background, achieve well at Huish. It is a highly inclusive environment where pupils feel safe. Pupils flourish from the moment they start school. They say that everyone is welcome at the school. For example, pupils look after those who join from other countries.

p.2

What is it like to attend this school?

Staff expect pupils to do their very best in everything they do. Pupils rise to this. Their behaviour in classrooms and around the school site is exemplary. Pupils display kindness and politeness to one another. Bullying is extremely rare. Pupils demonstrate exceptionally positive attitudes to learning. As a result, classrooms are a hive of purposeful learning.

p.2

What is it like to attend this school?

Pupils have a wealth of experiences beyond the academic curriculum. Leaders check that there is range of cross-curricular activities for pupils to pursue their interests and talents. This includes disadvantaged pupils and those with special education needs and/or disabilities (SEND). Staff carefully plan trips, such as visits to a mosque or a local museum, to deepen pupils’ knowledge further.

p.2

What is it like to attend this school?

Parents’ views on the school are highly positive. Comments such as ‘could not recommend the school enough’ and ‘an all-round excellent school’ summed up the views of many.

p.2

better?

Leaders relentlessly pursue excellence. They continuously strive for improvement across all aspects of the school. As one governor described it, ‘We never stand still.’ This has resulted in a highly ambitious, rich and well-established curriculum. Leaders’ checks on its impact are timely and thorough. As a result, they quickly identify any weaknesses and swiftly address them.

p.2

better?

Leaders have prioritised an ongoing cycle of high-quality training for all staff. It is carefully tailored to meet identified areas. This means teachers’ subject knowledge is deep. They understand how their lessons build on what pupils have learned in the past and what they will learn next. During lessons, teachers use questions to great effect to make frequent checks on pupils’ learning. They swiftly address any gaps in knowledge.

p.2

better?

Pupils can recall what they have learned over the long term. They use this to make connections in their learning. They can analyse issues and articulate them well. For example, in geography pupils speak knowledgably about the issues surrounding rainforests. In history, they critique historical sources drawing on what they learned previously. 10 and 11 January 2023 Teachers adapt the curriculum skilfully to meet the needs of all pupils, including those with SEND. They meet their individual needs very well. Consequently, pupils achieve exceptionally well across the curriculum. The school makes use of specialist teachers in some subjects to ensure the impact of the curriculum is consistently high across all areas. Their work is of a consistently high quality.

p.2

better?

Leaders prioritise reading across the school. They have embedded an effective early reading programme. They waste no time in ensuring that children learn to read in Reception. This flying start means that pupils learn to read quickly and confidently.

p.3

better?

By key stage 2, pupils read widely across a variety of genres and authors. They talk with great enthusiasm of their love of reading and the books they have read. Author visits inspire pupils to read further. Teachers use daily ‘read aloud’ sessions to deepen pupils’ vocabulary. For example, in the early years, children discuss alternative words for ‘sad’ when reading Goldilocks and the Three Bears.

p.3

better?

Leaders have established highly effective systems to ensure that any pupils who fall behind in reading receive the support they need. This includes pupils who are at the early stages of learning English. Leaders analyse this support closely to check its impact. As a result, pupils catch up quickly.

p.3

better?

Leaders ensure that pupils’ personal development is woven throughout the curriculum and in everyday life at Huish. As a result, pupils are compassionate and confident. Local awards recognise the school’s outstanding work on well-being.

p.3

better?

Leaders ensure that pupils develop leadership skills through being given responsibilities, such as house captains or being members of the eco-council. Pupils speak with great pride about their roles. Pupils have a very strong awareness of faiths and cultures different to their own.

p.3

better?

Pupils enjoy school. Their positive attitudes and exemplary behaviour ensure that learning progresses without interruption. They reflect this in their very strong attendance. Leaders have clear procedures to work with families and swiftly address any issues.

p.3

better?

Trustees and governors hold the school to account well. They check regularly on aspects of the school’s work. Their self-evaluation of the school is accurate. Staff morale is high. They feel very proud to work at Huish. Early career teachers have high-quality support.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have established a strong safeguarding culture. They ensure that staff receive regular training. As a result, they can identify pupils at risk of harm. Staff record concerns and leaders act on these swiftly. They make referrals to the local authority as necessary. Leaders work well with other agencies and, where 10 and 11 January 2023 appropriate, challenge them to achieve the best outcome for the family. The trust oversees the school’s safeguarding work, including recruitment procedures and checks on visitors and contractors.

p.3

Safeguarding

Through regular revisits in the curriculum, pupils have a detailed knowledge of how to stay safe online and the risks of ‘stranger danger’.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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. 10 and 11 January 2023

p.4

School details

Date of previous inspection Not previously inspected

p.5

Information about this school

 Huish Primary School is part of the Huish Academy Trust. It converted to become an academy school in December 2013. When its predecessor school, Huish Primary School, was last inspected by Ofsted, it was judged to be outstanding overall.  The school runs its own breakfast club provision.  The school does not use any alternative provision.

p.5

Information about this inspection

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

p.5

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 leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior leaders, the chief executive officer of the trust, groups of staff, representatives from the local governing body, and a member of the trust board. 10 and 11 January 2023  Inspectors carried out deep dives in the following subjects: early reading, mathematics, geography and religious education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, looked at samples of work and spoke to pupils about their learning.  Inspectors also looked at samples of work in science and history.  The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult.

p.5

Information about this inspection

 Inspectors considered how well the school protects pupils and keeps them safe. The lead inspector met with the designated safeguarding lead to evaluate the effectiveness of safeguarding. The lead inspector also scrutinised the school’s single central record.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, inspectors spoke to pupils to discuss their views about the school.  Inspectors spoke to parents at the start of the school day. They also considered the responses to the online survey for parents, Ofsted Parent View, and took into consideration responses to the pupil and staff survey.

p.6

Inspection team

Jason Edge, lead inspector His Majesty’s Inspector

p.6

Inspection team

Andrew Evans Ofsted Inspector 10 and 11 January 2023 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.

p.6

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7