Haydon Wick Primary School

Inspection of Haydon Wick Primary School The Brow, Haydon Wick, Swindon, Wiltshire SN25 1HT

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Outstanding

The headteacher of this school is Chris Neal. The school is part of The White Horse Federation, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer, Simon Cowley, and overseen by a board of trustees, chaired by Ninna Gibson.

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Overall effectiveness Outstanding

Ofsted has not previously inspected Haydon Wick Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Haydon Wick Primary School to be outstanding, before it opened as an academy. 18 and 19 June 2024

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What is it like to attend this school?

Pupils thrive at Haydon Wick Primary. Expectations for all pupils are high. As a result, pupils attend regularly and are eager to learn. Pupils are rightly proud of their school. There is a strong sense of community, which pupils value.

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What is it like to attend this school?

The values of respect, resilience and responsibility underpin the school’s ethos and are threaded through the curriculum and life at the school. As a result, pupils’ behaviour and attitudes strongly reflect the school’s values. Pupils are adamant that everyone is treated equally and fairly. Pupils have a firm belief that discrimination should not be tolerated. Pupils, including the youngest children in early years, demonstrate high levels of respect for one another and for adults. They are mindful of others’ well-being. As a result, the school environment is positive and welcoming.

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What is it like to attend this school?

The school supports pupils to be well prepared for the future. For example, the ‘Junior Good Citizen’ programme helps pupils to develop life skills. Pupils understand how to keep themselves safe online, in school and in the community. Pupils know that there are adults to talk to if they have a worry. This includes an online system where they can share concerns when they are not in school. As a result, pupils feel safe.

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better?

The school is unwavering in its ambition for all pupils to succeed. The trust, school leaders, staff and governors share in this vision. The school sets high expectations for all pupils and supports them to flourish. The well-designed curriculum sets out the precise knowledge that pupils need to learn. Pupils build their knowledge exceptionally well. They produce high-quality work. The school’s high ambition ensures that pupils receive an outstanding education that equips them well for the future.

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better?

Haydon Wick is a highly inclusive school. Pupils with special educational needs and/or disabilities (SEND) are accurately identified and achieve well. Teachers successfully adapt learning to support pupils’ needs and use additional resources very effectively. As a result, all pupils progress extremely well through the intended curriculum.

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better?

The school is not complacent. It tenaciously reviews the curriculum to ensure that it continues to improve. For example, the school took swift and effective action to address the lower outcomes in the most recent published data for writing in greater depth at key stage 2. The impact is evident in the high quality of current pupils’ writing.

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better?

Through the trust’s strong focus on training, teachers have secure subject knowledge. As a result, teachers ably support pupils to learn the curriculum successfully. Teachers’ skilful questioning supports and extends pupils’ learning. This helps pupils to develop a secure understanding of demanding curriculum content. 18 and 19 June 2024

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Teachers use assessment effectively. They carefully check what pupils know and remember. Teachers identify where there are misconceptions or gaps in pupils’ learning and swiftly take steps to address these. Teaching ensures there are regular opportunities for pupils to revisit prior learning. Pupils confidently make links with what they have learned previously. This helps them to build securely on what they already know. As a result, pupils know and remember more.

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Reading is a high priority. The school’s ‘reading rainbow’ promotes a love of reading. Pupils are interested in the books they are reading. They are keen to discuss what they have read and the authors they enjoy. Children learn phonics from the start of Reception Year. Staff are knowledgeable and ensure that pupils learn the phonics code well. Books are carefully chosen so that they precisely match pupils’ phonic knowledge. This helps pupils to read with increasing fluency and confidence.

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Children get off to a flying start in Reception. The school’s aim is for children to become independent and creative learners, and they do. Children are inquisitive and keen to explore. They are eager to share what they know with adults. Children play together well and learn to take turns. They are well prepared for Year 1.

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The school’s work to support pupils’ personal development is exemplary. It goes above and beyond to ensure that pupils have a wide range of opportunities. These include a range of clubs, trips and visitors to the school. For example, a visit from a local Member of Parliament helped pupils to learn about democracy. These activities enrich and extend pupils’ learning beyond the academic.

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The school provides numerous opportunities for pupil leadership. These include the school council, house captains, prefects, ‘Rights Respecting’ council and the school’s ‘Diverse Learning Council’ (DLC). The DLC helps to promote diversity and inclusivity in the school. This helps pupils to learn how to be responsible and active citizens.

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Pupils’ behaviour is impeccable. They are exceptionally well-mannered and polite. Pupils demonstrate positive attitudes to their learning. They are keen to do well and participate positively in lessons. Pupils are resilient. They understand that to get better at something takes practice.

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The school is supported well by the trust and local governors. Leaders at all levels provide appropriate support and challenge so that the school realises its ambition for pupils.

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Safeguarding

The arrangements for safeguarding are effective. 18 and 19 June 2024

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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). 18 and 19 June 2024

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of the White Horse Federation.  The headteacher took up the substantive post in April 2023 having previously been interim headteacher since September 2022.  The school does not use any alternative provision.  There is a breakfast club led by the school for pupils who attend the school.

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Information about this inspection

The inspector(s) 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. 18 and 19 June 2024

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 Inspectors held meetings with the headteacher and other senior leaders, curriculum leaders and groups of staff.  Inspectors held meetings with governors, including the chair of the local governor committee and representatives from the trust, including the interim CEO.  Inspectors carried out deep dives in these subjects: early reading, mathematics, computing and art. 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. Inspectors also discussed the curriculum in history, geography, science and writing.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the view of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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 Inspectors considered the responses to Ofsted’s Parent View online survey. Inspectors also spoke with parents at the start and end of the school day. Inspectors considered the responses to the Ofsted online staff survey.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, the inspectors spoke to pupils to discuss their views of the school.

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Inspection team

Nicky McMahon, lead inspector His Majesty's Inspector

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Inspection team

Julie Fox Ofsted Inspector 18 and 19 June 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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