The Hackthorn Church of England Primary School

Inspection of The Hackthorn Church of England Primary School Main Street, Hackthorn, Lincoln, Lincolnshire LN2 3PF

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

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since April 2014. Since September 2024, schools have not been awarded an overall effectiveness grade 7 and 8 May 2025

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What is it like to attend this school?

This is a highly ambitious school that wants all pupils to succeed. Pupils do well, including those with special educational needs and/or disabilities (SEND). The school’s values of ‘happiness, aspiration, community, kindness, tradition, honesty, opportunity, respect and nurture’, guide pupils successfully in their actions. The ‘Hackthorn Way’ permeates through all the school does. This helps pupils to develop a strong sense of identity and community. As one pupil stated: ‘When you leave Hackthorn, you are part of Hackthorn forever.’

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What is it like to attend this school?

The school’s development of pupils’ character is exceptional. It creates opportunities for pupils to debate and discuss. This helps develop pupils’ deeper thinking. Big questions asked at the ‘philosophers café’, such as ‘what makes a good child?’ encourages pupils to be inquisitive.

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What is it like to attend this school?

Pupils’ behaviour at this school is exemplary. Pupils say they are lucky to be in a school where behaviour is good and everyone treats each other with respect. They have a sense of right and wrong. They use their roles and positions of responsibility, such school councillors, to do good deeds. For example, pupils have created a ‘wishes, worries and wants box’ because they want to help others. Pupils have a strong sense of moral purpose. They love coming to this school.

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

Pupils enjoy reading. The school provides pupils with a wide range of quality texts. Children begin to learn to read as soon as they join the Reception Year. Staff apply a consistent approach to the teaching of reading. Pupils read fluently. Ambitious texts help pupils to develop a deep understanding of the author’s intentions. However, in a few other subjects, the school does not provide pupils with as many opportunities as it could, to deepen their understanding. As a result, a low number of pupils reach the higher standards by the end of key stage 2.

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

The school has a clear vision for its curriculum. The key knowledge pupils need to learn and by when is clearly identified. The school ensures that pupils learn a broad range of vocabulary. This deepens pupils’ spoken and written communication across a range of subjects. Pupils produce work of high quality. Teachers use resources well to develop pupils’ understanding. However, in a few subjects, the school has not yet established a consistent approach to identifying gaps in pupils’ learning. As a result, teachers are sometimes not able to identify what pupils need to do to improve.

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

This school is aspirational for children to do well in the early years foundation stage (EYFS). It has established a highly ambitious curriculum. Staff adapt this curriculum skilfully to the needs of each child. Staff create activities which develop resilience, perseverance, independence and an enquiring mind. The foundations for future learning are set. Children concentrate for sustained periods of time. They produce high-quality work which reflects the ambitious aims of the curriculum. They talk in detail about their work and what they have learned using a range of vocabulary. Staff use snack time to 7 and 8 May 2025

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teach children about living healthily. It is also a time where staff teach children how to communicate with each other and develop good manners. Children get off to a super start in the EYFS.

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Pupils with SEND do well. The school ensures that pupils’ needs are known and understood. Clear and specific targets enable teachers to adapt learning activities, so these pupils achieve in line with their peers.

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Pupils’ attitudes to their learning are exemplary. The school has high expectations of pupils’ behaviour. Pupils are well-mannered. Playtimes are joyous times where pupils of all ages play together and get along well. Pupils really care about one another.

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The school’s work to ensure that pupils develop into responsible, respectful and active citizens is excellent. By emphasising the importance of fundamental British values, the school develops a sense of citizenship in its pupils. Pupils show a high degree of respect for democracy and the rule of law. Pupils recreate the workings of a magistrate’s court at playtimes. They are respectful of the characteristics that make people similar and different. Pupils participate in community events such as monthly community lunches in the village hall. The school provides opportunities for pupils to develop a sense of spirituality. Pupils write messages on ribbons in the ‘reflection shed’. The school makes sure that all pupils benefit from this offer.

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Staff describe this school as a ‘small school with a big heart’. They are proud of their work to prepare pupils for their next stages. They feel that workload and well-being is considered when changes are made. Governors have a clear understanding of their roles and responsibilities.

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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 subjects, the school has not established a consistent approach to identifying gaps in pupils’ learning. As a result, teachers are sometimes not able to identify what pupils most need to do to improve. The school should strengthen its approach to checks on pupils’ learning in the wider curriculum.  In a few subjects, the school does not provide pupils with as many opportunities as it could, to deepen their understanding of the curriculum. As a result, a low number of pupils reach the higher standards by the end of key stage 2. The school should further develop opportunities in the curriculum for pupils to develop their knowledge in greater depth. 7 and 8 May 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). 7 and 8 May 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 24 and 25 April 2014, under section 5 of the Education Act 2005

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Information about this school

 The school does not make use of any alternative provision.  The school is part of the Diocese of Lincoln. It was last inspected under Section 48 of the Education Act 2005 in October 2017. The school’s next section 48 inspection will be within eight school years of that inspection.  Since the last inspection there has been an acting headteacher and a new headteacher in post.

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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). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 7 and 8 May 2025

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 Inspections are a point-in-time evaluation about the quality of a school's education pro- vision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher and the special educational needs coordinator.  Inspectors carried out deep dives in these subjects: reading, mathematics, geography and religious education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also discussed the curriculum in some other subjects.  The lead inspector met with four members of the governing body including the chair.  The lead inspector met with a local authority representative.

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 Inspectors took account of the responses to the online survey, Ofsted Parent View, including parents’ free-text responses. They also considered Ofsted’s survey for school staff. An inspector spoke informally with parents during the inspection.  An inspector visited the breakfast club that pupils attend. This provision is run by an external provider.  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 considered pupils’ behaviour at various times of day, including in lessons, around the school site and at lunchtime. They scrutinised the school’s records for attendance and behaviour.

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Inspection team

Mark Anderson, lead inspector His Majesty's Inspector

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Inspection team

Linda Azemia Ofsted Inspector 7 and 8 May 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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