Hesleden Primary School

Hesleden Primary School

Address: Hesleden, Hartlepool, TS27 4PT Unique reference number (URN): 114143

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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 Expected standard

The school promotes the importance of high attendance. Leaders review attendance information every day and work closely with families to remove the barriers which make it difficult for pupils to attend. These innovative solutions, such as encouraging car sharing or providing breakfast club places, are impacting positively on individual rates of attendance. As a result, pupils typically attend well and persistent absence is reducing.

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Attendance and behaviour Expected standard

Leaders have rightly prioritised improving pupils’ behaviour. Their work has been successful and pupils recognise this positive change. High expectations of behaviour are evident in the calm classrooms and sensible behaviour at playtimes. This starts in the early years, where children are quickly taught to take turns, share and learn collaboratively together. Pupils do not have concerns about the behaviour of their peers. This includes incidents of bullying. Leaders deal with any issues quickly. Recently introduced ‘conduct and learning points’ reward pupils’ efforts and motivate them to learn. Pupils enjoy the added comfort of wearing their slippers in class as a reward. Attitudes to learning are typically positive. Staff apply expectations of pupils’ behaviour consistently and at all times of the day.

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Achievement Needs attention

Pupils have gaps in their foundational knowledge of reading, writing and mathematics. Across wider subjects, such as history and art, pupils do not remember their prior learning in enough detail. Such gaps hinder pupils' ability to learn the curriculum well and to achieve as well as they should. This does not prepare them well enough for the next stages in their education. The school's published outcomes have fluctuated recently. At times they have been below, close to or above the levels achieved nationally for different groups of pupils. The legacy of staffing changes and the associated inconsistencies in teaching has had an impact on pupils' achievement.

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Achievement Needs attention

Pupils' achievements in the Year 1 phonics screening check are usually higher than those of other pupils nationally. Pupils can use their phonics knowledge to read new words and sounds. Most pupils are confident readers by the time that they reach the end of key stage 2. This is reflected in published outcomes for reading.

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Curriculum and teaching Needs attention

The school has not developed effective ways to check on pupils’ learning, across the curriculum. Consequently, teachers do not know where pupils’ learning is insecure. This results in staff moving pupils’ learning on too quickly and the gaps in pupils' knowledge are not addressed. This includes gaps in important knowledge to support writing, such as spelling and handwriting. The school has made recent changes to its curriculum to address this. For example, during lessons, teachers now revisit previous learning. This is beginning to help pupils remember more.

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Curriculum and teaching Needs attention

Typically, the key knowledge and skills that pupils must learn in each subject are clearly set out. Leaders have considered the implications of mixed-age classes on their curriculum structure. Recent improvements to the classroom environment allow pupils to access help independently. Important information is displayed prominently in all classes. Pupils use this to help them to complete their work.

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Curriculum and teaching Needs attention

Staff have received the training they need to teach phonics and mathematics well. In phonics, this supports staff to make regular and more accurate checks on the sounds that pupils know. This information ensures that pupils read books that help them to practise the sounds and words they have learned. Pupils swiftly develop confidence and fluency in their reading and with their number skills.

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Early years Needs attention

In the early years, children do not benefit from sufficient opportunities to explore new language and learning. There is inconsistency in the effectiveness of staff's interactions with children. This means that children miss out on practising the skills and vocabulary that they have been taught. Leaders recognise this and have prioritised children’s communication and language. Leaders have started to provide the support and training required to bring about change. However, it is too early to see the impact of this work and inconsistencies remain.

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Early years Needs attention

Leaders have created a curriculum that is well sequenced. Expectations for children are clearly identified through termly, curriculum ‘non-negotiables’. Despite this, some of the tasks that children complete do not suitably challenge them. This is because the activities are not accurately matched to what children need to learn next.

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Early years Needs attention

The school has worked hard to create an engaging learning environment. Recent developments to the outside learning area have created a space where children can explore and enjoy their learning. Children in both the Nursery and the Reception classes are well cared for and happy. Staff nurture their independence and help them learn important social skills, such as taking turns and beginning to understand different emotions.

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Inclusion Needs attention

Over time, support to address pupils' barriers to learning has not been effective enough. The local authority has worked with the school to review and improve the support that pupils with special educational needs and/or disabilities (SEND) receive. Consequently, barriers that pupils may face are now better understood by staff. This work is very recent. Currently, the school's processes to identify pupils' needs are not robust enough. Over time, the school has not accessed the full breadth of advice and support that is available to support meeting pupils' needs. This has resulted in pupils with SEND not getting the help and professional guidance that they require swiftly.

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Inclusion Needs attention

Recent changes to staffing and a lack of effective training mean that staff are not fully equipped to adapt the curriculum for pupils with SEND. While staff have high expectations of pupils, these weaknesses hinder the progress of some pupils with SEND and they do not always secure the most important knowledge and skills that they need.

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Inclusion Needs attention

Leaders have recently written a 3-year pupil premium strategy which accurately identifies barriers to learning for disadvantaged pupils. This includes difficulties that these pupils may have with communication and language and limited life experiences. A small number of pupils who have struggled socially and emotionally have benefited from short-term placements at specialist settings. This has led to a successful reintegration back into school.

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Leadership and governance Needs attention

The school has recently been through a period of disruption which has impacted negatively on the school's provision in some areas. This is as the result of significant and unplanned changes to leadership and staffing. Throughout this time, leaders have acted with integrity; placing the interests of pupils at the heart of their decision-making. Leaders, and those with responsibility for governance, have welcomed the additional support provided by the local authority. In some areas, such as special educational needs and/or disabilities, the impact of this support remains relatively new. For example, the school does not yet have a coherent and well-planned training programme for staff that builds expertise in this area.

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Leadership and governance Needs attention

Leaders know their school well. They have used this detailed knowledge to identify priority areas for development. Leaders' actions have secured the necessary improvements to pupils' behaviour. However, they recognise that they must do more to ensure high-quality teaching and learning across the school. Parents and carers speak positively of the changes that leaders and staff have made in a relatively short space of time. Governors regularly check on leaders actions and ensure that statutory requirements, such as safeguarding, are met. They are supportive of the work of the acting headteacher.

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Leadership and governance Needs attention

Leaders are considerate of staff workload and wellbeing. As a result, morale is positive, and staff are proud to work at Hesleden Primary School.

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Personal development and wellbeing Needs attention

Pupils do not have secure knowledge of important aspects of their personal development programme. Although pupils treat one another with respect and tolerance, they do not have sufficient knowledge of fundamental British values and wider faiths. Pupils do not understand why it is important to learn about these values and the many different beliefs that shape modern Britain. The opportunities that pupils get to experience different religions and cultures are limited. This limits how well they are equipped to be active and well- informed participants in their communities.

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Personal development and wellbeing Needs attention

Leaders have reviewed the school’s personal development programme to ensure that links to the relationships and sex education and health education curriculum are clear. As a result, older pupils have an age-appropriate understanding of healthy relationships. They describe features of a successful friendship as trust and respect. They are accepting of difference.

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Personal development and wellbeing Needs attention

Pupil’s take pride in their school councillor roles. Through these positions of responsibility, pupils have raised money for an overseas charity. Video calls have helped to connect them to the pupils in Africa, where they can see the impact of their fundraising. The school broadens pupils' understanding of their local heritage through visits to museums and local places of interest. Whole-school trips to the pantomime, as well as visiting authors, help to develop pupils’ social awareness. Older pupils are encouraged to support their younger peers by helping them to line up or play nicely together. The invokes a sense of responsibility. Pupils are proud to be part of their school.

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Personal development and wellbeing Needs attention

Suitably trained staff work with individual pupils to support their pastoral needs. When pupils are anxious, staff take the time to explore pupils’ concerns and help to resolve them.

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Personal development and wellbeing Needs attention

A range of clubs, such as those for arts and crafts, games and choir, help to broaden pupils’ experiences. Leaders track attendance at these activities so that disadvantaged pupils can enjoy wider participation.

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

Pupils enjoy coming to this small, rural school. They are greeted warmly by staff at the start of the day with a smile. Pupils’ wellbeing is a high priority. This gives pupils a sense of belonging. Pupils confide in their teachers and share their worries freely. They know that all staff will do what they can to help them.

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

Incidents of poor behaviour, including bullying, are rare. Pupils feel safe and cared for. Relationships between staff and pupils are respectful. Typically pupils want to come to school, so they attend regularly. Pupils work hard and show a keen interest in their learning. However, gaps in pupils' knowledge are not identified accurately. Consequently, some pupils develop misunderstandings that persist and they do not remember enough of what they have been taught. Some pupils with special educational needs and/or disabilities experience delays in getting the support that they need to learn the important knowledge and skills they need to progress.

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

In the early years, children's communication and language are prioritised. The interactions that adults have with children are celebratory and encouraging. However, children experience an inconsistent approach to how new vocabulary is modelled for them. Opportunities for them to practise their communication and language skills are not regular enough to be fully effective. At times, activities children are set lack ambition for what they can achieve.

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

Pupils benefit from varied opportunities to explore and learn beyond the classroom. They enjoy their trips to museums and annual residential opportunities. These experiences, alongside visitors in to school, enrich the curriculum that pupils learn. Pupils celebrate wider world festivals and events but their understanding of the many different faiths and world views that exist in modern Britain is underdeveloped. This in addition to limited awareness of fundamental British values hampers their preparedness for life beyond school.

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Next steps

• Leaders should ensure that the needs of pupils with special educational needs and/or disabilities (SEND) are consistently and quickly identified so that the appropriate support can be put in place quickly, drawing on the support of outside agencies, where required. • Leaders should ensure that the curriculum is adapted more closely to meet the needs of pupils with SEND so that they secure the foundational knowledge they need. • Leaders should ensure that teachers use assessment accurately to identify and address gaps in pupils’ knowledge, so that pupils' understanding across the curriculum deepens and they remember more of what they have been taught. • Leaders should ensure that pupils develop a stronger understanding of fundamental British values and of the many different faiths and world views that exist in modern Britain. • Leaders should ensure that all children in the early years benefit from high-quality adult

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Next steps

interactions, so that the opportunities they get to practise and learn new vocabulary and language are maximised. • Leaders should ensure that the tasks children complete in the early years appropriately challenge them and help them to gain new skills, as they learn and develop. • Leaders should implement a well-planned and evidence-informed professional learning programme for staff so that they have the skills and knowledge they need to adapt the curriculum more effectively for pupils with SEND.

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About this inspection

The chair of the board of governors in this school is Andrew Stafford.

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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 acting headteacher, the local authority school leadership adviser, a local authority associate headteacher, a selection of governors, including the chair of governors, parents and carers, staff and pupils 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

At the time of the inspection, an acting headteacher was in place.

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About this inspection

The school operates provision for 2-year-olds.

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About this inspection

The school does not currently use 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.

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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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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) 75% 75% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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national average

2024/25 (2 term) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.3% 5.9% Close to average

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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) 14.1% 13.3% Close to average

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national average

2023/24 (3 term) 15.4% 14.6% Close to average

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national average

2022/23 (3 term) 13.2% 16.2% 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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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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