Hunloke Park Primary School

Inspection of Hunloke Park Primary School Lodge Drive, Wingerworth, Chesterfield, Derbyshire S42 6PT

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Good Previous inspection grade Good 19 and 20 March 2024

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What is it like to attend this school?

Pupils are happy at this school. They have strong relationships with staff. This makes them feel safe. Pupils take advantage of the wider opportunities on offer at the school. These include being a member of the school council and raising money for charities.

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What is it like to attend this school?

Leaders have high expectations for pupils. In some subjects, pupils achieve well. In other subjects, including phonics, leaders are not checking well enough on what pupils know. This leads to gaps in pupils’ knowledge, including for pupils with special educational needs and/or disabilities (SEND). For some pupils with complex SEND, the curriculum, and the work they are given to complete, does not match their needs. Some pupils with SEND do not make the progress that they could.

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What is it like to attend this school?

Lessons are calm. Pupils can learn free from disruption. They treat each other with kindness. At lunchtimes and breaktimes, pupils play well together. The older pupils enjoy listening to younger pupils read. Pupils learn about democracy by voting for the book that they will share together in class time. They enjoy listening to the storybooks that their teachers share.

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better?

The school has a sharp focus on attendance. Most pupils attend well. The school tracks pupils’ attendance closely. Leaders knows the reasons for pupils’ absence. The school works well with parents and carers to remove any barriers to high attendance.

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better?

The school provides a broad and balanced curriculum. Leaders have set out the knowledge that they want pupils to know. In most subjects, staff deliver this knowledge well. Pupils recall their learning in these subjects. However, in some subjects, staff to not follow the planned curriculum closely enough. Sometimes, teachers do not pick up on pupils’ misconceptions. This means that there are some gaps in some pupils’ learning.

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better?

There is a structured reading programme in place. There are high-quality books for pupils to read. However, in some phonics lessons, staff do not check well enough on what pupils know. Sometimes, staff do not correct pupils’ errors. Some pupils do not engage well enough in phonics lessons. Pupils who fall behind in reading are given extra support, but the school does not check on the effectiveness of these interventions closely enough. This means that some pupils do not quickly learn to read as well as they might.

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better?

The early years curriculum is well sequenced. Children learn why it is important to eat healthily, for example. They have opportunities to learn and play both outside and inside and develop their physical skills. Children in the early years work well together. They share nicely and help each other when they are learning. 19 and 20 March 2024

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The school identifies the needs of pupils with SEND well. However, in some cases, the work that is given to pupils with SEND is not well matched to their needs. Some pupils with SEND do not achieve as well as they could.

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Most pupils are knowledgeable about a wide range of world faiths. They visit different places of worship. The school invites religious leaders into school to talk about their faith and beliefs. Pupils value learning about different religions and cultures. They respect diversity and see equality as important in their school. There are many clubs available to widen pupils’ interests. These include musical theatre and street dance clubs. The school provides high-quality pastoral support. Pupils feel cared for. Parents say that ‘the school is the heart of the community.’

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Leaders have been outward-looking in seeking additional support and challenge from a nearby multi-academy trust. Leaders are aware of the school’s priorities for improvement. However, while leaders have plans for making the improvements that are required, these are not always enacted swiftly enough. Governors are enthusiastic in their support for the school. However, they do not always hold leaders to account as well as they might for the improvements that are being made.

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Staff feel supported. Leaders consider the well-being of staff when making changes to the workings of the school. Most staff enjoy working at Hunloke Park. There is a comprehensive programme of professional development at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Staff do not always teach the school’s phonics scheme in the way it is designed to be delivered. The school does not know when phonics interventions are effective. Pupils do not always make the progress that they could. The school must ensure that the phonics programme is implemented effectively by all staff so that all pupils learn to read accurately and fluently as quickly as possible.  Some pupils with SEND, including those with the most complex needs, do not access a sufficiently well designed and adapted curriculum. They are not provided with the most appropriate work for their needs. These pupils do not always develop their knowledge as well as they might. The school must ensure that all pupils with SEND benefit from an ambitious curriculum that is well matched to their individual needs.  Leaders accurately identify the school’s areas for development. However, they do not always take decisive action quickly enough to bring about the necessary

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(Information for the school and appropriate authority)

improvements. Governors do not hold leaders to account with sufficient rigour. As a result, not all pupils receive the high-quality education that the school intends. 19 and 20 March 2024

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The school must ensure that the improvements that are identified are addressed swiftly so its ambitious vision is realised for all pupils.

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 19 and 20 March 2024

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School details

Website www.hunlokepark.derbyshire.sch.uk

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School details

Dates of previous inspection 18 and 19 September 2018, under section 5 of the Education Act 2005

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Information about this school

 The school does not use alternative provision.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in early reading, geography, mathematics and design technology. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector met with governors, including the chair of the governing body. 19 and 20 March 2024

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 The lead inspector observed pupils reading to a familiar adult.  Inspectors observed pupils at unstructured times, such as lunchtime and breaktime.  The lead inspector reviewed the single central register to evaluate the effectiveness of safeguarding. Inspectors also took into account the views of staff, parents and pupils to consider the extent to which the school has created an effective safeguarding culture.  The inspectors considered the views of staff, parents and pupils by speaking with them and reading the responses to Ofsted’s surveys.  Inspectors held meetings with a range of leaders.

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Inspection team

Lisa Harrison, lead inspector Ofsted Inspector

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Inspection team

Peter Gilbride Ofsted Inspector 19 and 20 March 2024

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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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