Hazelbury Bryan Primary School

Inspection of Hazelbury Bryan Primary School Droop, Hazelbury Bryan Primary School, Sturminster Newton, Dorset DT10 2ED

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 13 and 14 June 2023

p.1

What is it like to attend this school?

Hazelbury Bryan Primary is a welcoming and compassionate school. Parents value the ‘family feel’. They appreciate the time staff take to build warm and supportive relationships.

p.2

What is it like to attend this school?

Pupils’ attendance is high. They feel safe and enjoy social times together. Pupils learn to reflect on their behaviour. This helps them to make good choices and to develop their values and self-control. If problems do occur, pupils work them through on their own. However, if they need help, they are confident a member of staff will always be on hand. Bullying is rare.

p.2

What is it like to attend this school?

Staff have a calm, caring and consistent approach with children in the early years. As a result, they learn to cooperate. Staff skilfully build children’s interest in learning activities. This helps them to sustain their focus and extend their own ideas in creative ways.

p.2

What is it like to attend this school?

Older pupils are attentive in lessons. Typically, they talk knowledgably about their recent learning. However, in some subjects, pupils’ knowledge from their previous learning is less secure.

p.2

What is it like to attend this school?

Pupils enjoy a wide range of extra-curricular clubs and activities. Pupils vote for the after-school clubs. This helps them to explore and discover their interests. Recent choices include art, football and rounders.

p.2

better?

The new leadership team is ambitious for all pupils. They work well to improve all areas of school life. For example, leaders have made enhancements to the English and mathematics curriculums. These are taking effect. In the early years, children are well prepared for key stage 1. Teachers ensure children frequently hold conversations and listen to stories. This helps children to develop their spoken language and vocabulary. Teachers plan activities so that mathematical thinking is woven into children’s play. For example, children enjoy daily ‘maths challenges’ such as using the number seven. This led children to build ‘sand cleaning’ vehicles counting out seven parts to the body and seven pairs of wheels.

p.2

better?

The mathematics curriculum for older pupils is well sequenced and implemented. Teachers present information accurately and clearly. Pupils revisit the most essential knowledge until they remember it. As a result, pupils gain a strong knowledge of concepts and quick mental recall of facts. Pupils can use this knowledge to solve mathematical problems, although they do not do this often enough.

p.2

better?

Reading is at the heart of the English curriculum. Teachers use class texts well to develop pupils’ writing and reading comprehension. They are also used to promote a love of reading. Improvements to the phonics curriculum ensure that younger pupils, 13 and 14 June 2023

p.2

3

and those with special educational needs and/or disabilities (SEND), learn to read fluently and spell accurately. Pupils learn the sounds they need to know step-by- step. Leaders check carefully how well pupils remember the curriculum. When pupils fall behind, they receive the additional help they need. This support is effective, particularly for pupils who have difficulty with articulation.

p.3

3

In other subjects, leaders are strengthening the curriculum. Leaders set out what pupils should know at the end of each year in detail. Teachers use these expectations to plan learning. However, some of this is not well implemented. For example, in history, pupils’ knowledge of using evidence and historical concepts are not built well. This prevents pupils from being able to make historical claims. In contrast, in geography, pupils study both human and physical features and bring this together to build their knowledge of places. Effective monitoring by subject leaders is not in place to allow leaders to check pupils learn the most essential knowledge in each subject. In some subjects, this is preventing pupils from learning as well as they can.

p.3

3

Leaders ensure pupils understand the importance of keeping themselves physically and mentally healthy. Pupils learn about risks that they may encounter in life and how to keep themselves safe. This ranges from keeping safe on local roads to understanding how to protect themselves online. Pupils know the importance of talking about worries and know they can turn to a trusted adult for help. Pupils learn about their school values and fundamental British values. For example, pupils learn about the importance of equality and democracy through secret votes to elect the school council.

p.3

3

Governors provide leaders with the support they need. Staff feel well supported by leaders. All are proud to be part of this school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders and staff are appropriately trained. This means staff understand their roles and responsibilities. They use the school’s systems effectively to report concerns. Leaders know pupils well and respond promptly to any issues. Leaders know when to seek advice from external agencies. They escalate concerns so vulnerable pupils and their families receive the support they need.

p.3

Safeguarding

Governors audit safeguarding practice and ensure that leaders complete appropriate checks on staff who work at the school.

p.3

(Information for the school and appropriate authority)

 In a few foundation subjects, teachers do not teach the exact knowledge they want pupils to learn and remember. Where this is the case, pupils do not build 13 and 14 June 2023

p.3

4

their knowledge of the subject as well as they could. Leaders need to ensure that all pertinent knowledge is taught so pupils build their knowledge over time.  Some subject leaders do not sufficiently monitor the effectiveness of the curriculum and how well it is being taught. As a result, leaders do not know how well implemented the curriculum is. Leaders need to ensure subject leaders have the necessary expertise to review and evaluate the curriculum.

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. 13 and 14 June 2023

p.4

School details

Appropriate authority The governing body

p.5

School details

Website www.hazelburybryanprimaryschool.co.uk

p.5

School details

Date of previous inspection 17 October 2017, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is a smaller-than-average primary school.  The school has an on-site nursery for children from two to four-years old.  The school has a breakfast club and an after-school club.  The school does not use 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, school leaders, other school staff, the chair of the governing body and a representative from the local authority. 13 and 14 June 2023

p.5

6

 Inspectors carried out deep dives in these subjects: early reading, mathematics and geography. 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 reviewed curriculum planning and pupils’ work across other subjects in the curriculum.  Inspectors met with leaders and discussed other subjects in the curriculum.  Inspectors observed pupils’ behaviour when arriving at school, in lessons and during break times. Inspectors met senior leaders to discuss the school’s approach to behaviour management and how staff respond to behaviour incidents. Inspectors spoke to pupils about pupils’ behaviour in the school.  Inspectors examined school records on the suitability of staff to work with children. Inspectors reviewed behaviour records, support plans for pupils with

p.6

6

SEND and safeguarding records.  Inspectors considered responses to Ofsted’s online survey, Parent View and considered the view of staff in Ofsted’s online surveys.  Inspectors spoke with parents at the school gate.

p.6

Inspection team

Gareth Simons, lead inspector Ofsted Inspector

p.6

Inspection team

Bradley Murray Ofsted Inspector 13 and 14 June 2023

p.6

7

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.7

7

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

7

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

7

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

p.7

7

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

p.7