Hungerford Primary Academy

Inspection of Hungerford Primary Academy School Crescent, Crewe CW1 5HA

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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 Requires improvement

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The principal of this school is Anna Wheaver. This school is part of the St Bart’s Multi Academy 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), Lisa Sarikaya, and overseen by a board of trustees, chaired by Jonny Anderson. 4 and 5 March 2025

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What is it like to attend this school?

Pupils come to school each day happy. They are secure in the knowledge that staff will keep them safe. In turn, staff greet the pupils warmly, asking how they are and checking that they are ready for the day ahead.

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What is it like to attend this school?

The school is ambitious for its pupils. They are expected to work hard in lessons. The school provides a wide range of support to those who need help to keep up in their learning. Pupils with special educational needs and/or disabilities (SEND) are supported well. Those in the specially resourced provision for pupils with SEND are encouraged to take an active role in all parts of the school day. The school provides an environment in which pupils with a broad range of needs can be successful. Pupils achieve well as a result.

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What is it like to attend this school?

Pupils behave well in lessons. They respond positively to the well-established behaviour support systems that are in place.

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What is it like to attend this school?

Pupils are keen to make a contribution to their school. Some pupils act as ‘well-being ambassadors’, who support their peers during lunchtimes. Other pupils are play leaders, who organise playtime activities to make this an enjoyable experience for all.

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

The school’s curriculum meets the needs of its pupils, including those with SEND and children in the early years. It has been designed carefully, taking full account of the local area so that pupils’ learning is meaningful. However, in some subjects, the curriculum does not identify enough opportunities for pupils to deepen their knowledge and skills. This means that some pupils do not develop the rich body of knowledge that they could.

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

Teachers use the curriculum guidance well to build pupils’ learning successfully over time. They check on pupils’ learning and use this information to identify and address misconceptions. This enables most pupils to progress well through the curriculum. In the early years, children benefit from purposeful activities that help them to gain the knowledge that they need to be successful when they enter Year 1.

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

The school’s sharp focus on reading has had a positive impact on pupils’ reading fluency. Children in the Nursery class learn sounds through a wide range of stories, songs and nursery rhymes. The phonics programme is delivered well in the Reception Year so that children learn to link sounds and letters to read words. This continues across key stage 1 so that many pupils become confident and accurate readers by the time that they leave Year 2. Those pupils who need help to catch up are supported well.

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

In contrast, the provision to develop pupils’ writing knowledge is not as strong. Teachers enable pupils to record their work in a variety of ways, but they do not emphasise the importance of developing accurate and fluent writing. Pupils do not build the stamina that they need to write at length in English or in other subjects across the curriculum. 4 and 5 March 2025

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The needs of pupils of with SEND are identified accurately and quickly. Learning is adapted suitably to ensure that pupils with SEND access the same curriculum as their peers. Those pupils who access the specially resourced provision are supported well to reach their individual learning goals.

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Pupils have positive attitudes to learning. In lessons, they listen well and engage in learning opportunities with enthusiasm. Pupils’ attendance at school is a high priority. The school has effective processes in place for challenging absence. It works closely with parents and carers to find solutions when the attendance rates of some pupils become a concern.

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The school takes the time to develop the whole child. The personal, social, health and economic education curriculum is carefully designed to enable pupils to learn all that they need to be healthy and safe. Pupils are taught about the differences between people and how to consider and respect the needs of others in school and in society. Older pupils enjoy their roles as reading leaders and reading buddies. These roles give meaningful opportunities for pupils to learn about taking an active role in helping others.

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Staff appreciate the support that they receive from the school for their workload and well- being. They value the team spirit that allows them to celebrate success or ask for help. Trustees and members of the local governing body fulfil their statutory duties and support the school to continually improve.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Pupils do not build their writing knowledge and fluency well enough. They struggle to write at length because they have not built up the automaticity required to complete such tasks. The school should ensure that pupils have sufficient opportunities to develop their writing knowledge so that they can communicate effectively across different curriculum subjects.  In some subjects, the curriculum does not provide enough opportunities for pupils to extend and deepen their knowledge. As a result, some pupils do not gain a depth of understanding. The school should ensure that the curriculum enables pupils to extend and deepen their learning. 4 and 5 March 2025

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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). 4 and 5 March 2025

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School details

Dates of previous inspection 10 and 11 January 2023, under section 5 of the Education Act 2005

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Information about this school

 The school has a specially resourced provision that caters for Reception-aged children to pupils in Year 6 with social, emotional and mental health needs. All pupils who attend the specially resourced provision have education, health and care plans. There are currently seven pupils in this provision.  The school makes use of one registered and one unregistered alternative provision.  The school provides a breakfast club and an after-school club.

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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. 4 and 5 March 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  The inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors carried out deep dives in these subjects: early reading, mathematics, science, history and physical education. For each deep dive, the inspectors met with subject leaders, discussed the curriculum, visited a sample of lessons, spoke with some pupils about their learning and looked at samples of their work.  The inspectors considered some other curriculum subjects by reviewing pupils’ work and talking to staff.  Inspectors observed some pupils reading to a familiar adult.  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

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safeguarding that puts pupils’ interests first.  The inspectors held meetings with the principal and other leaders. They met with the CEO of the trust. They also met with trustees and members of the local governing body.  An inspector spoke with a representative of the local authority.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments.  Inspectors took account of the findings from Ofsted’s online surveys for pupils and staff.

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Inspection team

Lee Comber, lead inspector Ofsted Inspector

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Inspection team

Lise Houldsworth Ofsted Inspector 4 and 5 March 2025

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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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