Hardwick Primary School and Nursery

Inspection of Hardwick Primary School Ferriston, Banbury, Oxfordshire OX16 1XE

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Inspection dates: 24 and 25 September 2024

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The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Good

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The headteacher is Charlotte Taylor. This school is part of the GLF Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Julian Drinkall, and overseen by a board of trustees, chaired by Lynne O’Reilly. 24 and 25 September 2024

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What is it like to attend this school?

Pupils at Hardwick School demonstrate the values of ‘aim high, be safe, be kind, inspire others and have pride’. These values drive decision-making in all areas of the school. Pupils benefit from the school’s high ambitions and expectations. Pupils do not give up when they learn new things or encounter challenges. They keep going for sustained periods of time. As a result, pupils achieve well, especially in writing and mathematics.

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What is it like to attend this school?

The school is a happy place to be. Pupils love attending and are eager to learn. Pupils have warm, mutually respectful relationships with everyone in the school. Staff help pupils to recognise their emotions so they can manage them well. Pupils are considerate and calm. A sense of kindness and care permeates the school. Social times are harmonious because pupils take care of each other and their environment. They enjoy playtimes and help each other to use the equipment provided for them.

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What is it like to attend this school?

Pupils benefit from a wide range of opportunities that develop their character, for example leadership roles, such as play leaders and being part of the pupil leadership team. These help pupils learn respect and tolerance towards others.

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What does the school do well and what does it need to do better?

The school’s well-sequenced curriculum sets out the small steps of knowledge that pupils need to learn in the order they need to learn it. The school prepares pupils well for their next steps in learning at each key stage. This is reflected in the school’s positive outcomes. This starts in the early years, where pupils receive a very strong start to their education because of their exceptional concentration and teachers’ sharply focused activities.

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What does the school do well and what does it need to do better?

Teachers’ secure understanding of the curriculum helps pupils to build their knowledge successfully over time. Lesson activities enthuse and interest pupils. Expertly focused and detailed checks on children’s learning in Reception ensure that the school swiftly identifies any needs they may have. The provision for pupils with special educational needs and/or disabilities (SEND) in school is highly effective. All pupils with SEND have targeted and precise support in place so they can access and succeed in every subject.

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What does the school do well and what does it need to do better?

In most subjects, for example mathematics, teachers check pupils have understood what is being taught. They support pupils to address any mistakes or misunderstandings they may have. However, in a few subjects, teachers do not check if pupils have gained the specific knowledge that is set out in the curriculum. This inhibits some pupils learning the intended knowledge in these areas.

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What does the school do well and what does it need to do better?

The school carefully builds upon and checks how well pupils learn phonics. Expertly trained staff deliver these phonics lessons daily. Any gaps in knowledge are swiftly identified and supported through regular catch-up sessions for those pupils who need it. Pupils in the school learn to read very well, including those pupils with SEND. Pupils use this reading knowledge to write accurately for different purposes. 24 and 25 September 2024

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The school prioritises pupils’ communication and language development. This starts in the early years, where children receive expert support to develop their language skills. Staff expose pupils to books that promote discussion about the meaning behind the words the author has chosen. Consequently, pupils develop into confident communicators.

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Behaviour is exceptional. The school teaches pupils about positive behaviour and how to be an effective learner through all aspects of school life. Staff take every opportunity to explore with pupils the impact of their behaviour on themselves and others. Teachers in the early years embed routines and rules for children from the time they start school. As a result, pupils across all age groups show extremely positive attitudes to learning and excellent conduct. They show high levels of self-awareness and a real desire to focus on their learning.

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The school promotes pupils’ character, individuality and their personal development. Pupils are provided with opportunities to nurture their talents and interests and perform these, for example through clubs such as choir and computing. Pupils learn to be good citizens. They develop an understanding of democracy through opportunities such as being part of the school leadership team. Pupils show respect towards each other and celebrate differences.

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Governance is strong in the school. The school standards board (local governors) knows the school well. The trust provides leaders with challenge and effective support. Leaders show determination to ensure that the school is the best it can be for pupils who attend here. They work closely with parents to achieve this.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, the school does not use assessment to check pupils’ understanding well enough. This means that some pupils have gaps in their knowledge. The school needs to ensure that teachers quickly identify and then address any misunderstandings or gaps in knowledge that pupils may have.

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How can I feed back my views?

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. 24 and 25 September 2024

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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). 24 and 25 September 2024

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School details

Dates of previous inspection 6 and 7 June 2023, under section 8 of the Education Act 2005

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Information about this school

 This is a below-average-sized primary school.  This school has provision for two-year-olds.  This school is a part of the GLF Schools Trust.  The school does not currently use any 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 24 and 25 September 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with senior leaders, staff and pupils. The lead inspector also met with a representative of the school standards board, a member of the board of trustees and the trust chief executive officer.  The inspection team carried out deep dives in these subjects: reading, mathematics, science and religious education. They discussed the curriculum with subject leaders, teachers and pupils. Inspectors also visited lessons and looked at samples of pupils’ work.  Inspectors considered the responses to the Ofsted Parent View questionnaire, including the free-text comments. They also took account of the responses to the confidential staff survey and gathered the views of staff and pupils throughout the inspection.

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 To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views 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.  Inspectors reviewed a range of the school’s documentation, including leaders’ plans for improving the school, minutes of school standards board and trustee meetings, records of attendance and behaviour incidents.

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Inspection team

Neil Pilsworth, lead inspector His Majesty’s Inspector

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Inspection team

Ian Elkington Ofsted Inspector 24 and 25 September 2024

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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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