Hope Primary School

Inspection of Hope Primary School Edale Road, Hope, Hope Valley, Derbyshire S33 6ZF

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 1 and 2 October 2024

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What is it like to attend this school?

The school is ambitious to ensure that pupils are ‘stewards of the environment’. Pupils, and children in the early years, receive many opportunities to explore and learn in the outdoors. Pupils relish this learning. They show respect and pride for the beautiful geography that the school sits within.

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What is it like to attend this school?

Staff have high expectations of pupils’ achievement, behaviour and conduct. The behaviour policy is clear and well understood. Pupils follow the ‘golden rules’ and feel safe. They appreciate the sticker rewards they receive for behaving well. Pupils view the school as a kind, friendly and happy place in which to learn. Pupils’ achievement is improving.

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What is it like to attend this school?

The school provides lots of opportunities to extend pupils’ talents and interests. Pupils can study art, French, tai chi and multi-sports. They take part in community events, such as the Wakes Week parade. Recently, they performed with the local opera house. Pupils express genuine gratitude for these rich additions to their education.

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What is it like to attend this school?

Pupils’ health is a school priority. ‘Well-being Wednesdays’ promote pupils’ positive mental health and well-being. Pupils particularly appreciate the well-being treats and celebrations that they receive. They said that these events help them to feel really good about themselves.

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

The school has responded swiftly to address the areas identified as needing improvement at its previous inspection. The curriculum in most subjects is now well planned. There is appropriate coverage of the national curriculum. Pupils now read widely and often. They experience a rich variety of beautiful books.

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

More subject leaders have been appointed. There is now closer oversight of subjects such as science, for example. Staff now receive a range of high-quality opportunities to develop their knowledge, talents and interests. Some staff share their expertise with teachers in other schools. This staff development has resulted in an improvement in the quality of education that pupils receive.

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

In lessons, teachers ensure that they offer clear explanations to pupils. They skilfully model their high expectations. In music, for example, pupils are confident and accurate performers because they receive expert teaching. However, the quality and accuracy of assessment needs to improve further. This is particularly the case in the early years and in a few foundation subjects. Some gaps in learning are not identified quickly enough. This can slow pupils’ learning.

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

Children receive a great deal of care and support in the early years. They know the well- established routines. They quickly become independent. Outdoor provision is strong. Children are engrossed in activities, including making ‘pumpkin pie’ ready for Halloween. Additional adults engage in positive conversations with children. This extends children’s 1 and 2 October 2024

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speech and language. However, there are not enough checks in place to make sure that children have learned the knowledge that they need to.

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There is a well-planned and sequenced phonics curriculum. The curriculum is taught consistently by staff. The reading books match the letters and sounds that pupils are learning. Pupils receive effective support to develop reading fluency. Parents and teachers work closely together to make sure that pupils read regularly.

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Pupils with special educational needs and/or disabilities (SEND) receive expert support and care. Identification of pupils’ special educational needs is swift. The school ensures that pupils get the help that they need from external agencies. Lessons are suitably adapted. For example, in mathematics, teachers ensure that pupils with SEND work with a range of useful equipment to help with their learning of number. Suitable visual prompts support the pupils with SEND who have language difficulties. Parents express great appreciation. They value the extent to which the school will go to ensure that their child receives a positive and inclusive education.

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Pupils’ attendance has improved. Fewer pupils are regularly absent than in the past. The school’s actions to improve punctuality are effective.

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Pupils have a strong understanding of protected characteristics and why they are important. They said that they do not like ‘unfairness of any kind’. Pupils’ involvement with local churches adds to their education and sense of community. The curriculum ensures that pupils have a broad understanding of different faiths and religions other than their own.

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Leaders, including governors, have taken effective steps to improve the school. Work across the federation of two schools has been particularly beneficial.

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Staff feel well supported. They know pupils and their families very well. They are extremely proud to work 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)

 In a few foundation subjects and in the early years, assessment is not used effectively. As a result, gaps in knowledge are not well known or addressed. The school must ensure that more effective assessment is planned and used to check that pupils and children have remembered and understood the key knowledge needed from the taught curriculum. They should make sure that pupils and children acquire the knowledge and skills appropriate to their starting points and that they are well prepared for their next learning steps. 1 and 2 October 2024

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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.

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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). 1 and 2 October 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 19 January 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Valley Federation of schools. This is made up of two small primary schools. The schools share the same executive headteacher.  The school does not currently make use of 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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 1 and 2 October 2024

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 To evaluate the effectiveness of safeguarding, the 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.  During the inspection, the inspectors met with the executive headteacher and a range of school staff.  The lead inspector met with the chair of governors and two members of the governing body. She spoke with a representative of the local authority.  Inspectors carried out deep dives in early reading, mathematics and music. As part of the deep dives, inspectors spoke with curriculum leaders to review the curriculum, visited lessons and considered pupils’ work. They spoke with teachers. Inspectors also reviewed curriculum planning and implementation in science and history.  Inspectors visited the early years provision, including the outdoor learning, and spoke

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with the early years lead across the federation.  Inspectors observed pupils’ behaviour at various times in the school day, including the start and end of the day and at lunchtime and breaktime.  Inspectors considered the response to Ofsted’s online survey, Parent View, and the survey of staff.

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Inspection team

Jayne Ashman, lead inspector His Majesty’s Inspector

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Inspection team

Stephen McMullan Ofsted Inspector 1 and 2 October 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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