Hunnyhill Primary School

Inspection of Hunnyhill Primary School Forest Road, Newport, Isle of Wight PO30 5SH

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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 15 and 16 July 2025

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What is it like to attend this school?

Pupils enjoy attending this inclusive and friendly school. They feel cared for by staff and know they have they have an adult to go to if they have any worries or concerns. This makes them feel safe. Parents and carers are positive about pupils’ experiences in the school and are supportive of the work the school is doing.

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What is it like to attend this school?

The school is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Following disappointing results in national tests, the school made changes to the curriculum and teaching. Pupils are now achieving well.

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What is it like to attend this school?

Pupils behave well. The school’s values and the relationships with staff ensure that this is the case. Pupils are polite and respectful to each other in both social times and lessons. They know the rules and follow them.

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What is it like to attend this school?

Sport is an integral part of pupils’ experience. The school encourages pupils to take part in events, both in and outside the school. There are a range of trips to local places of interest and on the mainland, which build on pupils’ learning as well as the exciting residential trip. Visitors such as authors and the emergency services deliver assemblies, which develop pupils’ understanding of the world beyond the school.

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

The school curriculum is sequenced in all subjects to build on what pupils already know. In most subjects, the school has embedded effective opportunities for teachers to assess how well pupils can recall their previous learning. This means they can secure the important knowledge that they need. However, there are a few subjects in the wider curriculum where this is not yet the case. This means that pupils are not retaining knowledge as well as they could in these subjects.

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

As a result of previously low results in national tests, the school put much needed improvements in place. Consequently, teaching now supports pupils, including those with SEND, to achieve well. Teachers identify and close gaps in pupils’ knowledge successfully. Learning activities are well designed, allowing pupils to build their knowledge and deepen their understanding. However, in a few subjects activities do not ensure fully that pupils secure the important knowledge they need to know.

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

Since the last inspection, the school has ensured that reading is a priority. The school has supported teachers effectively to teach phonics. Teachers provide extra help for pupils who are behind where they need to be in their reading. This ensures that they catch up quickly. Pupils throughout the school enjoy reading and discussing books. The school carefully considers the books pupils read and ensures that books are well matched to the sounds pupils know.

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

The school makes sure that pupils with SEND are identified accurately. Leaders share agreed strategies with parents and ensure that teachers are aware of the best way to 15 and 16 July 2025

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support pupils with SEND. Teachers modify learning so that pupils with SEND access the full curriculum and achieve well from their starting points.

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Children in the early years get off to a strong start. The school prioritises children’s physical development, which gives children the basis to be successful in other areas. There is a focus on literacy, both in the teacher-led sessions and in child-initiated activities. This means children have the opportunity to independently develop their learning through well designed and engaging activities. Children are very well prepared for the next stage in their education.

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Pupils behave well in lessons. Teachers know how to establish clear routines and support pupils who struggle to maintain their focus. This allows others to learn. Pupils interact well with each other, and staff create a warm and welcoming atmosphere.

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The personal development of pupils is a priority. The personal, social and health education curriculum ensures that pupils understand how to be healthy and safe. Pupils learn about a range of religions and understand why equality is important. This prepares them well for life in modern Britain. A range of leadership opportunities, including sports leaders and librarians, give pupils responsibility and a voice. The school uses its values well to develop pupils’ character. Pupils take pride in earning rewards for demonstrating these values, such as celebrating individual and class achievements during assemblies.

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Staff feel well supported with their workload and well-being. Leaders have a clear understanding of the school’s strengths and weaknesses. This has helped them to focus on the right things. The school has sought external support, where appropriate, and this has helped embed improvements. Governors know their roles and fulfil them well. They challenge the school to improve and maintain a strong oversight of school strategy.

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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, learning activities are not designed effectively enough. As a result, some pupils do not deepen their knowledge as well as they could. The school should ensure that learning activities enable pupils to deepen their knowledge, skills and understanding equally well in all subjects.  In a few subjects in the wider curriculum, teachers do not assess what pupils can recall effectively enough. This means that pupils do not always achieve as well as they could. The school should ensure that the whole school approach to assessing how effectively pupils can recall knowledge is embedded well across all subjects. 15 and 16 July 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). 15 and 16 July 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body Charlotte Snooke

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School details

Dates of previous inspection 27 and 28 September 2022

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Information about this school

 The school has a special resourced provision for eight pupils with social, emotional and mental health needs.  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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 15 and 16 July 2025

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 This was the second routine inspection the school received since the COVID-19 pandemic began. 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 met with the headteacher, other leaders within the school and wider staff. The lead inspector also met with members of the local governing body, including the chair.  The lead inspector also met with a representative of the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, English, science and physical education. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central

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record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created and open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors considered the views of parents shared through the online survey, Ofsted Parent View. They gathered the views of pupils and staff through the online pupil and staff surveys, as well through discussions conducted throughout the inspection.  The inspectors reviewed a range of the school’s documentation, including self- evaluation reports, school improvement plans and local authority reports.

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Inspection team

Paul Grundy, lead inspector His Majesty’s Inspector

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Inspection team

Kate Fripp His Majesty’s Inspector 15 and 16 July 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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