Hampsthwaite Church of England Primary School

Inspection of Hampsthwaite Church of England Primary School Church Lane, Hampsthwaite, Harrogate, North Yorkshire HG3 2EZ

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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 Not previously inspected under section 5 of the Education Act 2005

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Ofsted has not previously inspected Hampsthwaite Church of England Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Hampsthwaite Church of England Primary School to be outstanding for overall effectiveness before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade.

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The headteacher of this school is Amy Ross. The school is part of Yorkshire Causeway Schools Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Jane Goodwin, and overseen by the board of trustees, chaired by Alison Glover. 3 and 4 December 2024

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What is it like to attend this school?

Hampsthwaite Primary is a school where the pupils are placed at the heart of everything. Strong, nurturing and positive relationships ensure that pupils feel happy and safe. Staff care deeply for the pupils and know all the children and families well. Parents say, ‘This isn’t just a school; it’s a family.’ The school’s values of belief, respect, friendship, support and creativity are lived and breathed by pupils and adults alike.

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What is it like to attend this school?

The school has high expectations for all pupils to develop as confident, successful learners. Pupils are ready for the next stage of their education. Pupils achieve well across the curriculum.

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What is it like to attend this school?

From the start of Nursery, staff set high expectations for children’s behaviour. Pupils’ behaviour is exemplary in every lesson. Pupils enjoy coming to school. As a result, attendance is higher than average, which means pupils benefit from rich learning opportunities.

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What is it like to attend this school?

Pupils treat one another with respect and compassion. Older pupils are excellent role models, displaying respect and kindness towards each other. They form strong relationships with the younger children, helping them to live up to high standards of kindness and respect.

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

Children in the early years benefit from exciting and engaging activities, both indoors and outdoors. They thrive in the safe and nurturing environment. Adults skilfully create ‘awe and wonder’ for the children. Children are enthusiastic about each and every learning opportunity. Adults ask skilful questions and offer effective guidance to support children in all areas of the curriculum. Children concentrate on every aspect of learning and are keen to learn. They follow routines and expectations exceptionally well. Children make rapid progress in early years and achieve at least as well as they should for their age.

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

Beyond the classroom, there are many extra activities that support pupils’ personal development. Pupils relish the opportunities they receive to work with the local community. For example, pupils work with a local community dance group each year to create a school performance. The pupils enjoy learning Makaton so that they can engage with those in the community with disabilities. Pupils are active in the local community through opportunities to sing with other local schools and hold ‘coffee and connect’ mornings for parents. The well-being ambassadors in school are proactive in recommending different activities to pupils. Pupils can talk about the fact you need to ‘take notice of the world and life can be up and down’. However, pupils are not as secure in their knowledge and understanding of how to keep physically and mentally healthy.

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

Reading is given a high priority. Pupils enjoy the ‘raffle’ prize they receive for reading widely and often. Pupils enjoy visiting the library and taking different books home to read for pleasure. The school invites parents regularly into school for ‘big read’ sessions to promote a love of reading. The school’s chosen phonics scheme is understood by all staff. 3 and 4 December 2024

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Pupils who are at risk of falling behind are quickly identified to ensure they ‘keep up’. They are given additional lessons and activities to support them. Older pupils enjoy further opportunities to read a range of books. In all classes, they have a ‘reading river’ pathway. This ensures pupils read books at length with a range of themes. This helps develop their fluency and understanding of different texts, which results in reading outcomes above those nationally.

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The curriculum is broad and ambitious for all pupils. Teachers work closely with the families of pupils with SEND to put effective support in place. The school has provided effective training to support staff’s expertise in delivering the curriculum in English and mathematics. Across the curriculum, staff generally present information clearly. However, sometimes, learning activities are overcomplicated and teachers don’t implement the curriculum as effectively as they could. At times, learning activities are overcomplicated and not well matched to what pupils need to know. This hinders pupils from understanding the key knowledge of the intended curriculum.

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Leaders, the governing body and the trust work harmoniously to ensure a clear and ambitious vision for the school. The culture and ethos is a strength of the school. Parents express highly positive views about the school. They praise the care and attention to their children from leaders and staff. Leaders say they will ‘not stand still’ and will always work hard to ensure the pupils and children receive the best education.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some curriculum areas, the activities pupils complete are not closely matched to the intended learning. This means that in some subjects, pupils do not develop a secure understanding of the important knowledge as well as they could. The school should ensure that the curriculum is implemented effectively in all subjects so that pupils remember the important content of the curriculum that the school intends.  Some pupils have limited knowledge of some aspects of the PSHE curriculum, such as how to maintain an active lifestyle and keep physically and mentally healthy. This leaves them less well prepared for life in modern Britain. The school should ensure that pupils fully understand all aspects of the school’s programme for pupils’ personal development. 3 and 4 December 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 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). 3 and 4 December 2024

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School details

Date of previous inspection 29 September 2020, under section 8 of the Education Act 2005

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Information about this school

 The school joined the Trust in 2017.  The headteacher of the school started in September 2019.  There is a breakfast and after-school club for pupils who attend the school.  The school does not 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. 3 and 4 December 2024

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 Inspections are a point-in-time evaluation 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 met with the headteacher, assistant headteacher, school staff, parents and pupils.  The lead inspector met with the CEO of the trust, members of the governing body and the school improvement lead of the trust.  Inspectors spoke to groups of pupils to learn their views of the school.  Inspectors considered information on pupils’ behaviour, attendance and personal development.  Inspectors carried out deep dives in these subjects: early reading, mathematics, history and art. For each deep dive, they held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked

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at samples of work.  The lead inspector observed pupils reading to a familiar adult.  Inspectors considered responses to the online questionnaire, Ofsted Parent View. This included free-text comments. Inspectors reviewed responses to Ofsted’s online survey for staff and pupil surveys.  To evaluate the effectiveness of safeguarding, the lead inspector: 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’ safety first.

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Inspection team

Kerry Partington, lead inspector Ofsted Inspector

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Inspection team

Jonathan Glazzard Ofsted Inspector 3 and 4 December 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 looked-after children, safeguarding and child protection.

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