Hawkesley Church Primary Academy

Hawkesley Church Primary Academy

Address: 376 Shannon Road, Kings Norton, Birmingham, Birmingham, West Midlands, B38 9TR Unique reference number (URN): 139269

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Leaders have transformed pupils' attendance. They have drastically reduced the number of pupils who are persistently absent. Leaders build positive relationships with families. Attendance for pupils eligible for the pupil premium and for pupils with special educational needs and/or disabilities sits close to national averages. Families receive rigorous but compassionate and sustained support. This helps pupils to markedly improve their attendance. Leaders make attendance a strategic priority, align resources and support staff to have a clear impact. Consistent expectations and strong relationships help to secure these gains.

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Attendance and behaviour Strong standard

Behaviour is a clear strength. Classrooms, corridors and social spaces are calm and purposeful. Pupils show respect, listen well and follow routines from the earliest years. Even very young children move smoothly between adult-led and independent activities. Pupils sustain focus, persevere with challenge and take pride in their learning. When work is difficult, they remain motivated and try hard to meet teachers' expectations.

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Attendance and behaviour Strong standard

A culture of respect is evident across the school. Staff apply the school's high expectations for behaviour consistently, and pupils are polite and well ‑ mannered in response.

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Early years Strong standard

Children settle quickly because adults establish routines from the start and build secure relationships. The environment is well organised and richly resourced, so children access materials independently and stay engaged in purposeful play and adult-led learning. In Nursery, the curriculum focuses on communication and language and uses engaging themes and high-quality texts to foster a love of stories and poems. Adults model rich vocabulary and promote talk throughout the day, including during transitions. Children listen well and talk about their learning activities with confidence.

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Early years Strong standard

In Reception, adults prioritise reading through the phonics programme, writing and speaking. They set clear expectations for language and model it well. Carefully chosen texts support children's comprehension and writing skills. Children progress well from their starting points, including in relation to their letter formation, sentence structure, and accurate use of capital letters and full stops. Children show good posture and pencil grip, reflecting strong attention to early writing habits.

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Early years Strong standard

Staff check children's understanding carefully to identify next steps and provide timely support, including for children with additional needs. Some children are less confident speaking with unfamiliar adults, but they remain settled and focused. Partnerships with parents are strong, with regular workshops and daily dialogue. Children are very well prepared for their next stage of education.

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Personal development and wellbeing Strong standard

Leaders have designed the personal development offer with care. They adapt the curriculum thoughtfully to reflect the school's context. This helps pupils make sense of their lives, talk about sensitive issues with maturity, and respect different viewpoints. Leaders ensure that pupils develop the knowledge they need for life beyond school, including relationships and sex education, and weave this into a well-sequenced programme that develops pupils' understanding of the world in which they live.

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Personal development and wellbeing Strong standard

Pupils and their families benefit from high-quality pastoral support. This includes ensuring that pupils get into school and feel comfortable when they arrive. For example, the forest school and the trained mentoring dog deepen pupils' sense of belonging and wellbeing. Pupils talk about this support openly and with dignity, including the on-site foodbank and other personalised help that the school provides for families. Pupils learn how to stay safe and healthy, including online. Leaders act quickly when concerns arise. Structured programmes help pupils recognise emotions, manage behaviour and seek support. Pupils explain how these strategies help them in real life.

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Personal development and wellbeing Strong standard

The offer beyond the classroom is rich and inclusive. Pupils access music, the arts, outdoor learning and cultural events. Clubs are wide-ranging, including pupil-led activities. Leaders track participation and show year-on-year increases for pupils with special educational needs and/or disabilities (SEND) and those eligible for pupil premium funding. Pupils with SEND hold leadership roles in proportion to their peers.

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Personal development and wellbeing Strong standard

Leaders plan transition to secondary school carefully. They find the right help for pupils, including working with sports mentors. Educational visits broaden horizons and link well to the curriculum. Leaders remove financial barriers so that every pupil can take part, including in residential visits. Pupils show a strong grasp of diversity and equality. They engage in debate with respect and listen to other views. The impact on pupils' lives is apparent in the way they conduct themselves and the culture of respect at the school.

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Achievement Expected standard

Overall, pupils achieve outcomes in external tests that are broadly in line with national averages. Pupils generally gain the knowledge and skills expected for their age, though this is not yet fully consistent across all year groups and subjects. Typically, leaders identify gaps in pupils' knowledge and use this information to inform teaching, additional support and curriculum improvement. As a result, most pupils make suitable progress from their starting points. Most of the additional help that staff provide for pupils is timely, appropriate and results in gaps in their knowledge closing.

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Achievement Expected standard

Disadvantaged pupils securely gain the building blocks of knowledge, which helps them to develop their understanding over time. They typically achieve above the national average for disadvantaged pupils in end-of-key-stage tests for mathematics.

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Curriculum and teaching Expected standard

The curriculum is coherent, ambitious and regularly reviewed to bring about further improvement. Leaders place pupils' reading and language development at the centre of the school's work. In key stage 2, teachers select high ‑ quality texts that extend pupils' thinking and build their vocabulary. They help pupils to respond thoughtfully to these texts, in writing. In key stage 1, writing links closely to reading and the wider curriculum. Pupils practise handwriting, spelling, punctuation and grammar regularly, alongside teaching that helps them develop and organise their ideas in writing.

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Curriculum and teaching Expected standard

Staff use their subject expertise to explain important knowledge clearly. They revisit prior learning and provide extra help for pupils, when necessary, so that they understand key concepts. Leaders have improved the teaching of early reading, and pupils become fluent readers. Leaders track pupils' needs closely. Staff adapt their teaching well and provide timely, targeted support. Pupils develop their knowledge and are set up well for next steps.

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Curriculum and teaching Expected standard

Leaders have ensured that expectations of what pupils can achieve are high in most lessons. In a small number of instances, pupils' starting points have not been identified well enough. On occasion, teachers provide pupils with tasks that are not closely matched to their understanding and do not help pupils to address gaps in their knowledge of how to produce high-quality writing.

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Inclusion Expected standard

A highly positive culture of care underpins the school's approach to inclusion. Well-trained staff know pupils well and understand their needs. In the early years, adults set high expectations for all children and put support in place quickly. Staff throughout the school work with external professionals to plan appropriate provision. The pastoral offer is highly effective and woven through daily practice, so pupils with special educational needs and/or disabilities (SEND) participate fully in school life. Leaders use additional funding well to help pupils overcome barriers that could prevent full engagement with school life.

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Inclusion Expected standard

The school's ethos of welcome and acceptance is evident in all aspects of school life. Pupils with SEND, and their peers, take on leadership roles and contribute actively to the wider life of the school. Families speak about feeling known and supported, and pupils describe a community that notices, includes and champions them.

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Inclusion Expected standard

Occasionally, teachers do not adapt learning well enough for a small number of pupils with SEND. When this is the case, these pupils do not secure key knowledge or address gaps in their knowledge swiftly, particularly in writing and mathematics. On occasion, the impact of classroom adaptations on pupils' knowledge is not tracked carefully enough. This slight variability prevents the many strengths in care, participation and belonging from translating into equally consistent academic outcomes for every pupil.

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Leadership and governance Expected standard

Leaders provide a stable platform for improvement and act with clear moral purpose. They prioritise addressing pupils' pastoral needs, including attendance. Their work has a positive impact, especially for pupils who need it the most. Staff confidence in leadership is high. Leaders are visible, responsive and mindful of workload. They have reduced unnecessary tasks and introduced practical wellbeing measures, such as recognition events, an employee assistance programme and a wellbeing day.

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Leadership and governance Expected standard

Trust leadership offers clear direction and robust oversight. The trust holds leaders to account as well as supporting them to make decisions that are in the best interests of pupils. Trust leaders and trustees provide appropriate support and challenge to school leaders. The trust draws on external as well as internal expertise to help bring about school improvements. This includes ensuring staff access high-quality training.

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Leadership and governance Expected standard

Leaders work closely with governors, who offer informed support and challenge. Governors champion the school's ethos. They know the school's context well and engage in school life, including through 'governor day', to test leaders' evaluations first-hand. The school engages very well with the community and with the many parents and carers who shared their positive views about their children's experiences.

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What it's like to be a pupil at this school

Pupils at Hawkesley take great pride in their school. They appreciate that staff know them, value them and care for them. Pupils experience a safe and welcoming environment. They attend school regularly and treat one another with care and consideration. Pupils speak warmly about Ruby, the school dog, who adds to the calm atmosphere and supports their wellbeing. They trust adults to help them solve problems and listen to worries. Pupils talk with confidence about the help that the school offers. They appreciate the thoughtfully provided extra support that helps them to access the opportunities that the school provides.

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What it's like to be a pupil at this school

Pupils behave extremely well throughout the day. They move sensibly and follow routines without fuss. Lunchtimes and playtimes are orderly. Pupils say that bullying does not worry them. They know how to seek help and are sure staff act quickly and fairly. Pupils show courtesy and patience. They welcome visitors and can explain their learning clearly.

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What it's like to be a pupil at this school

Pupils engage enthusiastically with learning and show determination when work is difficult. They sustain effort, listen carefully and respond to feedback. Teachers help pupils to achieve well from varying starting points. Pupils enjoy reading and talk about texts with insight, drawing on a growing vocabulary.

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What it's like to be a pupil at this school

Pupils take on leadership roles, learn how to contribute to the school community and make changes that matter to them. They join clubs, represent the school and celebrate differences. Pupils speak confidently about the strategies they use to manage emotions. They feel secure because the rules and routines are clear and followed diligently. Pupils say that the school 'goes the extra mile' for them and their families. They feel loved, supported and ready to learn each day. Pupils relish the days that start with an assembly where they come together to listen, to share, to talk and to sing together with unbridled joy and a sense of togetherness.

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Team inspectors:

Jo Evans, Ofsted Inspector Sally Snooks, Ofsted Inspector

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Next steps

• Leaders should identify precise starting points for all pupils and address gaps in foundational knowledge consistently so that progress accelerates. • Leaders should consistently review the learning and progress of pupils with special educational needs and/or disabilities and the impact of teachers' adaptations so that any gaps in their knowledge close swiftly and securely. • Leaders should evaluate the strategies they use to identify and act on priorities quickly so that each aspect of the school's work is of consistently high quality.

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About this inspection

This school is part of Birmingham Diocesan 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), Tim Boyes, and overseen by a board of trustees, chaired by Sarah Smith.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, senior leaders and the special educational needs and disabilities coordinator. They also spoke with the CEO of the trust, the chair of the trust board and representatives of the local governing board, including the chair, during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England and Methodist religious character. Its most recent section 48 inspection was in January 2024.

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About this inspection

The school does not make use of alternative provision.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 67% 62% Close to average

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average

2022/23 (final) 64% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 81% 75% Close to average

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average

2022/23 (final) 71% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 74% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 79% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 33% 46% Close to average

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average

2022/23 (final) 55% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 52% 62% Close to average

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average

2022/23 (final) 60% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 57% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 52% 59% Close to average

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average

2022/23 (final) 70% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 15.9% 13.3% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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