Pirton Hill Primary School

Pirton Hill Primary School

Address: Butely Road, Luton, Bedfordshire, LU4 9EX Unique reference number (URN): 109574

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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

Leaders set high expectations for pupils’ attendance and frequently review information to identify patterns of absence. They quickly notice when a pupil’s attendance begins to decline and work with parents and carers to improve it. Leaders draw on a range of expertise to remove barriers and choose effective approaches to address them. As a result, pupils’ attendance and punctuality have improved, and persistent absence has reduced significantly over the last year. This work is helping to secure sustained high attendance for all pupils.

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Attendance and behaviour Expected standard

Leaders also set clear expectations for pupils’ behaviour from the early years. Familiar routines and daily reminders help pupils understand these expectations, so they pay attention, listen well and treat others kindly. Pupils understand the habits that help them become successful learners, such as ‘super star sitting’. They respond positively to praise for meeting expectations. House points and weekly reflections on positive behaviour, including punctuality, motivate pupils to behave well and be ready for learning.

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Attendance and behaviour Expected standard

Leaders have established a culture where pupils trust staff to deal with concerns quickly, so incidents of bullying or discrimination are rare. Staff confidently use the school’s behaviour approaches, and pupils value the fair and consistent practice. Leaders and staff ensure that pupils with special educational needs and/or disabilities, who may struggle to meet expectations, receive effective support, which helps them improve their behaviour.

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Curriculum and teaching Expected standard

Leaders have developed a broad, well-sequenced curriculum so pupils build on what they have already learned across subjects. At each stage, there are clear end points so teachers know what pupils should achieve and by when. Leaders prioritise pupils securing essential skills in reading, writing and mathematics. They understand the quality of teaching across the curriculum and where it needs strengthening. For example, work to improve writing is underway and having a positive impact in the Reception Year and key stage 1, but this is not yet fully established across all year groups.

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Curriculum and teaching Expected standard

Teachers generally have secure subject knowledge and present learning clearly. They draw pupils’ attention to accurate sentence structure and essential grammar skills in key stage 1. Teachers typically understand pupils’ needs and adapt the curriculum to help them overcome barriers to learning. However, assessment is inconsistent. At times, teachers do not check precisely enough the knowledge pupils need to secure before moving on to more complex tasks. As a result, gaps in handwriting, grammar and spelling persist across other subjects.

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Curriculum and teaching Expected standard

Leaders ensure that staff receive personalised professional development that deepens subject knowledge. They are also developing teachers’ confidence in choosing the most effective approaches in each subject, notably writing.

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Early years Expected standard

Leaders prioritise the essential knowledge children need in reading and writing. A recent curriculum review has strengthened teaching so that more children now reach a good level of development in readiness for Year 1. Staff know children well and establish familiar routines when pupils join the school in the Nursery that help them settle quickly and participate confidently in learning. Many children join the Reception Year with varied preschool experiences, and staff identify their starting points promptly to provide the right support.

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Early years Expected standard

High-quality interactions between staff and children typically support communication and language development. Staff broaden children’s vocabulary through stories and rhymes. They identify delays in speech, language and communication early and seek specialist support, so children make progress well from their starting points.

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Early years Expected standard

Children in the Reception Year confidently learn new letter sounds and blend them to read words during phonics lessons. Staff notice pupils who are not keeping up and provide additional help so they catch up and become confident readers.

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Early years Expected standard

Warm, positive relationships help children feel secure and willing to seek help. Children play cooperatively, developing turn-taking and positive social skills. However, at times, staff miss opportunities during the day to extend children’s learning further.

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Early years Expected standard

Induction and welcome meetings help parents and carers understand school routines and behaviour expectations, enabling them to work effectively with staff to support their children.

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Inclusion Expected standard

Leaders and well-trained staff quickly assess pupils’ needs and identify suitable support for the pupils with special educational needs and/or disabilities (SEND). Positive relationships with parents and carers help children with SEND and those known to social care settle well in school. Leaders guide families to understand what extra support is available and how to access it. They also seek specialist input, such as speech and language therapists, to ensure pupils receive timely help. Additional lunchtime activities and nurture sessions promote positive mental health for disadvantaged pupils and those known, or previously known, to social care. This reduces barriers to pupils’ academic success and wellbeing.

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Inclusion Expected standard

Some pupils, including those with education, health and care plans, benefit from tailored support in ‘The Hive’ to meet their individual needs. Over time, this enables them to develop independence and learn successfully alongside their peers.

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Inclusion Expected standard

Provision for disadvantaged pupils is carefully considered, particularly for those working below expected standards. Staff use this information to adapt their teaching so pupils get the support they need to achieve well. Additional funding is used wisely, for example to lend pupils laptops for homework or bicycles so they can take part in the cycling proficiency programme. Leaders routinely review the progress of disadvantaged pupils and those with SEND to check the impact of support and improve provision where needed.

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Leadership and governance Expected standard

Leaders, including governors, know their school and its community well. Since the previous inspection, leaders have improved the reading curriculum. They understand which curriculum developments matter most and act quickly to strengthen staff knowledge and skills. Their work to improve the writing curriculum is raising the quality of teaching and pupils’ work in key stage 1, securing foundations for future learning.

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Leadership and governance Expected standard

Leaders have high expectations of all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Governors understand their statutory duties. They hold leaders to account and ensure that additional fundings is used well and improves outcomes for pupils. Leaders’ vision to ‘open doors of opportunity for pupils for now and future life’ guides their decision-making, such as allocating budget to maintain a wide range of extracurricular opportunities that broaden pupils’ horizons.

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Leadership and governance Expected standard

Staff value the support leaders provide for their wellbeing and professional learning as part of ‘Team Pirton Hill’. Leaders involve staff in shaping the strategic direction of the school, for example by reviewing and updating the marking and feedback policy to help manage workload. Leaders continue to develop staff expertise across the curriculum, helping them build confidence and take responsibility for their professional growth.

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Leadership and governance Expected standard

Leaders build positive relationships with parents and carers. They work together to remove barriers to learning, and ensure that pupils known to social care and pupils with SEND receive the specialist support they need and attend school regularly.

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Personal development and wellbeing Expected standard

Leaders ensure the school provides a coherent and well-planned programme of personal development that builds pupils’ character and prepares them well for adolescence. Pupils understand and appreciate different beliefs and faiths, which reflects the diversity of the school community. They also learn about difference, including disabilities that are not visible, and understand the importance of treating everyone with kindness and respect. Through weekly assemblies and experiences such as visiting the Houses of Parliament, pupils deepen their understanding of fundamental British values. As a result, they talk confidently about democracy, fairness and the rule of law. Pupils know how to keep themselves safe online and how to protect their wellbeing. The school’s behaviour curriculum helps pupils develop positive social skills and resolve disagreements calmly. Pupils also develop aspirations for the future through discussions about different professions and inspirational

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Personal development and wellbeing Expected standard

Leaders make sure pupils receive the pastoral support they need. Pupils, including those known or previously known to social care and disadvantaged pupils, value this support. Many enjoy attending the lunchtime club, where they speak openly about their emotions and learn strategies to manage them. Leadership roles, such as being a school councillor, help pupils understand democracy in action and the importance of listening to others. Pupils are keen to take on these roles and recognise how they help them become responsible, trusted and confident individuals. Mental health specialists teach pupils practical strategies to build resilience. Pupils who attend these sessions talk confidently about managing their mental health and the importance of staying physically active.

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Needs attention

Leaders provide a wide range of opportunities to broaden pupils’ talents and interests, including clubs such as cooking, arts and crafts, and a variety of sporting activities. Leaders track pupils’ participation and work to remove barriers for disadvantaged pupils. This helps ensure that all pupils can take part in creative activities, school events and residential trips, which build their confidence and self-esteem.

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Achievement Needs attention

Too few pupils reach the expected standard in writing by the end of key stage 2. Weaknesses in spelling and handwriting mean pupils do not consistently secure the essential knowledge needed to produce accurate written work. These gaps limit pupils’ readiness for the next stage of education.

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Achievement Needs attention

Although most pupils develop firm foundations in phonics and read fluently, improvements to the writing curriculum are not yet reflected in published outcomes. Pupils in key stage 2 have not benefited fully from these changes, so their written accuracy and stamina remain variable. A high proportion of pupils also join the school mid ‑ year, so they do not experience the full curriculum and their outcomes do not always reflect their capabilities.

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Achievement Needs attention

In reading and mathematics, pupils generally develop the essential knowledge expected by the end of key stage 2, as shown in published outcomes. Disadvantaged pupils and those with special educational needs and/or disabilities progress steadily from their starting points. They achieve broadly in line with national averages when they have access to the full curriculum. However, this is not consistent for all groups or subjects.

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

Pupils enjoy their learning within the school’s nurturing ethos. Leaders and staff provide a calm and harmonious environment where pupils feel safe and behave well. Pupils understand the high expectations leaders have of them and develop positive habits for successful learning. Many pupils join the school part way through the year. They are warmly welcomed, enabling them to settle quickly. Pupils are caring and form positive friendships within the school’s diverse community. They play cooperatively during social times and work well together in lessons. Falling-out and bullying incidents are rare. Pupils learn how to keep themselves safe. They speak out if they have concerns. They know that staff listen and respond swiftly to any worries, so pupils attend school regularly and with confidence.

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

Pupils typically achieve as expected in reading and mathematics by the end of key stage 2. However, pupils’ achievement in writing is not as well established because gaps in spelling and handwriting are not yet fully secured for all pupils. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) blossom because of the extra support they receive. This prepares them well for their next steps. Some pupils with SEND benefit from personalised support in the quiet space of 'The Hive'. This reduces barriers to learning and helps to achieve pupils' individual targets on education, health and care plans or support plans.

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

Pupils, including those who are disadvantaged or with SEND, participate in a wide range of clubs that develop their talents and interests. Trips to places such as Wimbledon and the Houses of Parliament broaden their understanding of the world beyond their local community. Pupils are aspirational about their futures. Residential trips enrich learning and build pupils’ confidence. Pupils take on leadership roles, such as being members of the school council. They contribute their ideas to improve the school.

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Next steps

• Leaders should ensure that teachers prioritise precise assessment of pupils’ gaps in writing so that highly effective teaching is embedded across subjects, year groups and for pupils who join partway through the year. • Leaders should ensure that teachers continue to strengthen their expertise so they consistently make effective choices about how to adapt the curriculum, enabling gaps in pupils’ grammar, spelling and handwriting to close rapidly. • Leaders should ensure that staff in the early years maximise opportunities for high-quality interactions throughout the day, so that informal times also promote children’s learning and language development.

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About this inspection

The chair of the board of governors in this school is Yemisi Olusanya.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders, including the pastoral lead and special educational needs co-ordinator. They met with governors including the chair and vice chair of governors and a representative from the local authority, 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

The school does not currently use any alternative provision.

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About this inspection

The school has a nursery for children from 3-years-old.

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About this inspection

The school runs breakfast and afterschool provision for pupils in the school.

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Lead inspector:

Mireille MacRaild, His Majesty's Inspector

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Team inspectors:

Karen Stanton, Ofsted Inspector Julie Lawrence, Ofsted Inspector Susan Pryor, Ofsted Inspector

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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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average

2022/23 (final) 55% 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) 70% 75% Close to average

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average

2023/24 (final) 75% 74% Close to average

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average

2022/23 (final) 68% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 70% 73% Close to average

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average

2022/23 (final) 70% 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

2024/25 (revised) 43% 47% Close to average

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national average

2022/23 (final) 48% 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

2024/25 (revised) 57% 63% Close to average

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average

2023/24 (final) 69% 62% Close to average

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average

2022/23 (final) 66% 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

2024/25 (revised) 50% 59% Close to average

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average

2023/24 (final) 54% 58% Close to average

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average

2022/23 (final) 55% 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

2024/25 (revised) 61% 61% Close to average

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average

2023/24 (final) 62% 59% Close to average

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average

2022/23 (final) 55% 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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national average

2024/25 (2 term) 5.5% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% 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) 15.1% 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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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