Hempstalls Primary School

Inspection of Hempstalls Primary School Collard Avenue, Cross Heath, Newcastle, Staffordshire ST5 9LH

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

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005.

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The headteacher of this school is Amy Bell. This school is part of The Creative Learning Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Samuel Compton, and overseen by a board of trustees, chaired by Dr Peter Ford. 8 and 9 October 2024

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What is it like to attend this school?

The school’s motto, ‘come as you are and leave as a champion’ is lived out at Hempstalls. Pupils gain confidence through a range of inspiring experiences and lessons. They become open-minded and so they are ready for their next school.

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What is it like to attend this school?

The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils achieve well. This is not just in national tests, where results are above national averages, but also in the wider curriculum where, for example, pupils develop skills in forest school and in the school’s swimming pool.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They are caring, polite and tolerant. Pupils play and learn alongside each other happily. Even the youngest children in early years are comfortable talking about their learning and describe it as fun. Pupils are proud of their work. Relationships between staff and pupils are strong. Pupils know adults in the school will keep them safe.

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What is it like to attend this school?

The school’s environment is friendly and vibrant. Pupils welcome each other and staff in the colourful corridors. The walls are adorned with pupils’ work such as art from all year groups, and written work from a whole school study of Romeo and Juliet.

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

Reading is a priority at the school. The reading cafe and well-stocked library are exciting places for pupils to go to discover new books and authors. In early years, children enjoy, listen and respond to stories, rhymes and songs. This sits alongside an effective early reading programme which is skilfully delivered by well-trained staff. Older pupils who need help with reading talk enthusiastically about how the systems in place to support them really help them to catch up quickly. As a result, pupils learn to read fluently and develop a love of reading.

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

From the early years through to Year 6, the school’s curriculum is meticulously set out. It identifies the important knowledge that pupils should learn. The school strives to ensure that the ambitious curriculum is rich, relevant and meaningful for the pupils of Hempstalls by supporting their learning with trips, visitors and engaging experiences.

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

Teachers have good subject knowledge and they explain concepts with enthusiasm and clarity. There are effective routines in the classroom to ensure that pupils have regular opportunities to recall their learning. For example, in Year 6 when learning about the circulatory system, pupils securely refer back to their work on the human body from Years 3 and 4. Staff provide helpful resources which remind the pupils of important facts and information. Staff are adept at checking what pupils know. They identify any gaps in pupils’ learning. However, occasionally, staff do not adapt learning effectively and pupils do not always build on their knowledge as securely as they could.

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

The school identifies the additional needs of pupils with SEND promptly and accurately. As a result, these pupils progress well through the curriculum. Pupils benefit from 8 and 9 October 2024

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effective pastoral support in the ‘nurture space’ and the 'bubble room'. The school has high expectations of pupils’ attendance and pupils are rarely absent. Leaders take early and effective action to support any pupil whose attendance begins to decline.

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The school has designed an exceptional programme to support pupils’ personal development. Every child leaves Hempstalls having experienced excellent opportunities such as learning first aid, taking part in police cadets, skiing and performing at a local theatre. Pupils get the chance to develop their talents and interests through a very wide selection of clubs including boxing, cookery and construction kits. This supports pupils to become confident, resilient and eager to try new experiences. Pupils show maturity beyond their years when they discuss how the school values of, 'be kind, curious, respectful, resilient and prepared' link with fundamental British values. For example, they recognise that they are taught right from wrong starting in early years, and they are clear that everyone is welcome and respected here.

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The school encourages all pupils to be aspirational. Pupils learn about different jobs at the annual careers fair, and they become entrepreneurs when managing budgets and running stalls at charitable events. Pupils take on different responsibilities such as the well-being ambassadors, prefects and reading buddies. They have a well-developed understanding of what it means to play a positive part in the life of the school and beyond.

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The school benefits from strong and effective leadership. Local governors and trustees have the knowledge and expertise to provide valuable support and challenge to the school. Staff benefit from highly effective professional development. The school and trust prioritise staffs’ workload and well-being. As a result, staff feel supported and are proud to be part of the Hempstalls team.

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Parents and carers are positive about the school. They speak highly of the support their children receive from the caring and approachable staff and leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects pupils do not always have their learning adapted precisely enough to support their progress through the curriculum. As a result, some pupils do not build their knowledge as well as they could. The school needs to ensure that learning is adapted when necessary so all pupils progress as well as possible through the curriculum. 8 and 9 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). 8 and 9 October 2024

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Since the previous inspection, Hempstalls Primary School has become part of The Creative Learning Partnership Trust. It converted to become an academy in August 2016.  The school operates a breakfast club and after-school club.  The school has provision for two-year-olds.  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. 8 and 9 October 2024

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 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. The inspectors discussed the impact of the pandemic with leaders and has taken that into account in the evaluation of the school.  The inspectors carried out deep dives in these subjects: early reading, mathematics, science, history and music. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons when available, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  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.

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 The inspectors met with the headteacher, deputy headteacher, other school leaders, the trust CEO, and the deputy CEO. The lead inspector met with the chair and the vice- chair of trustees. The lead inspector also met with the chair of the local governing board.  Inspectors examined a range of school documentation, including leaders’ self- evaluation, improvement plans, records of governance, and documentation relating to attendance and pupils’ behaviour.  The inspectors spoke with groups of staff and took account of views shared through the staff survey.  During the inspection, the inspectors met with groups of pupils both formally and during less structured times of the day.  The inspectors took account of responses to online survey, Ofsted Parent View. The inspectors spoke informally with parents at the end of the school day.

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Inspection team

Corinne Biddell, lead inspector His Majesty's Inspector

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Inspection team

Adam Montague-Clewes Ofsted Inspector 8 and 9 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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