Huntingtower Community Primary Academy

Huntingtower Community Primary Academy

Address: Huntingtower Road, Grantham, Lincolnshire, NG31 7AU Unique reference number (URN): 139618

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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 high expectations of attendance. Parents and carers and pupils understand the importance of attending well. Staff are trained and supported to help families as the first point of contact. Leaders monitor pupils’ attendance closely and quickly identify when it becomes a concern. They take time to find out the reasons for absence and work with families to provide the right support. Pupils meet leaders' high expectations and are rarely absent.

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Attendance and behaviour Strong standard

Leaders have created an environment where everyone treats each other with kindness, care and respect. Staff know, support and care for pupils. As a result, pupils feel safe, secure and happy in school. Behaviour such as bullying is rare and staff deal with it swiftly. Pupils want to please their teachers. They are engaged in their learning. They are eager to contribute in lessons and take pride in their work. Pupils are able to learn in calm classrooms.

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Attendance and behaviour Strong standard

Staff support pupils well with clear and consistent routines and expectations. When pupils need extra help, staff make the necessary adjustments so that learning is not disrupted. Pupils are supported to manage their emotions. During social times, pupils play well together.

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Attendance and behaviour Strong standard

Pupils’ behaviour overall is superb. At times it is impeccable, for example when they sing together as a whole school.

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Curriculum and teaching Expected standard

The school's curriculum identifies what pupils will learn. It is regularly reviewed to meet the changing needs of pupils in the school. Leaders demonstrate a comprehensive understanding of the effectiveness of teaching across the school. They recognise that pupils need to be able to communicate effectively to support their reading and writing. As a result, communication and vocabulary underpin the curriculum.

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Curriculum and teaching Expected standard

Leaders have secured improvements in the teaching of reading and mathematics. In these subjects, teaching is well sequenced and develops pupils' fluency, confidence and enjoyment. Teachers regularly check what pupils have learned. Any gaps in learning are identified and addressed quickly and effectively.

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Curriculum and teaching Expected standard

Teachers have strong subject knowledge. They teach new ideas clearly and provide clear instructions. In most subjects, teachers take the time to ensure that pupils understand how their learning builds on what they have already studied. However, this is not consistent. As a result, sometimes pupils are not clear about what they need to do, or what they are learning.

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Curriculum and teaching Expected standard

Leaders have accurately identified the areas where teaching needs to improve. They have recently introduced a new approach to writing. This is beginning to have a positive impact. However, some teachers do not accurately identify and address misconceptions in pupils’ writing.

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Early years Expected standard

Leaders work effectively with parents and carers to ensure a smooth transition into school. They also work with the array of nurseries and child minders to ensure that they understand children's needs well from the start.

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Early years Expected standard

The school has ensured that the early years curriculum identifies the important knowledge that children will need to know and remember. Reading is prioritised. Teachers ensure that children can practise the phonics that they learn. Children enjoy choosing books to read. They practise what they learn in mathematics, for example by developing their understanding of numbers when counting. Children start each day writing about their feelings. The school ensures that children develop the early skills of reading, writing and mathematics that they will need.

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Early years Expected standard

Children with special educational needs and/or disabilities are identified swiftly and their needs are assessed effectively. Teachers regularly check children’s understanding of new learning. They revisit the learning and make the necessary changes needed to support children. This helps children to progress well and be ready for their next steps.

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Early years Expected standard

Some adult interactions with children are of high quality and develop language and communication well. Leaders recognise the need to continue this work to ensure that all staff engage in high-quality interactions with the children to develop their language skills and vocabulary.

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Inclusion Expected standard

Leaders and staff know pupils well and ensure that their needs are clearly identified, understood and shared across the school. This includes pupils with special educational needs and/or disabilities (SEND), young carers, those known to social care and those who speak English as an additional language. Leaders check regularly that pupils are getting the right support when they need it.

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Inclusion Expected standard

Staff receive suitable and targeted training so they understand how to adapt teaching to meet the needs of pupils with SEND. As a result, adaptations that support pupils to learn are effective. Pupils value how adaptations support their learning and help them to communicate effectively with one another. Pupils with SEND receive an appropriate level of support. Staff have not had specific training in relation to reducing the barriers for those in receipt of the pupil premium funding.

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Inclusion Expected standard

Specialist provision, including the sensory hub and the sunshine group, provide bespoke pathways and effective support for pupils who need it. Leaders work effectively with parents and carers. They work with external agencies to ensure that pupils get the tailored support they need. Leaders monitor pupils’ progress, across all vulnerable groups, to ensure that pupils make progress from their starting points.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, have a clear understanding of their roles and responsibilities. They know the school, the community and pupils well. They support and challenge school leaders. Leaders identify the right priorities for improvement. In most areas, they take swift action because they want to achieve the best possible outcomes and experiences for pupils. They act in pupils' best interests.

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Leadership and governance Expected standard

Leaders have developed processes and systems to ensure that the needs of pupils with special educational needs and/or disabilities are swiftly identified and assessed. They ensure that disadvantaged pupils, those who speak English as an additional language, those known to social care and young carers have the support that they need. Leaders monitor the progress of vulnerable pupils closely. They use this information effectively to allocate appropriate support for pupils.

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Leadership and governance Expected standard

Leaders prioritise professional learning. Staff access appropriate training. Staff benefit from training to help them to support pupils to manage their emotions. They benefit from the training to support families when improving attendance.

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Leadership and governance Expected standard

Staff appreciate that leaders are mindful of their wellbeing. Leaders ensure that their workload is manageable.

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Leadership and governance Expected standard

Leaders work with other schools within the trust. They share examples of effective practice to improve their provision. Subject leaders also benefit from the collaborative approach.

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Leadership and governance Expected standard

Leaders engage well with parents and carers. Many parents and carers are highly positive about the relationship they have with the school. They value the inclusive ethos and support for pupils.

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Personal development and wellbeing Expected standard

Leaders have ensured that the provision for pupils' personal development takes account of the context of the school and some of the challenges faced by the local community. The school's personal, social and health curriculum is sequenced from early years through to Year 6. Staff have received the right training to ensure that the curriculum is taught well.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves safe when working online and when out in the community. They learn how to look after their physical and mental health. They speak confidently about their rights.

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Personal development and wellbeing Expected standard

Pupils are developing their understanding of the protected characteristics. They appreciate the need to treat all people with respect. Pupils are developing their understanding about the fundamental British values. Pupils’ knowledge about different cultures and faiths is not as secure.

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Needs attention

The pastoral offer is effective and tailored to meet the needs of pupils. Leaders ensure that pupils can access the pastoral support that they need. Sometimes, this support is planned for, sometimes it is responsive to pupils' needs.

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Needs attention

Leaders are passionate about offering a breadth of experiences and wider opportunities for pupils. Pupils look forward to the theatre trip to London. During the inspection, the Year 5 pupils battled the weather and enjoyed their trip to Lincoln Castle.

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Needs attention

The school provides many opportunities to develop pupils’ talents and interests. These include sports clubs, with a sharp focus on inclusion and ensuring that pupils with special educational needs and/or disabilities can participate and achieve success. Leaders ensure that all groups of pupils are included. When necessary, leaders ensure that pupils have the extra support they need to be able to participate.

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Needs attention

Pupils value their leadership roles. They take them seriously. The ‘reading ambassadors’ ensure that pupils have access to a breadth of books. The ‘junior online safety officers’ understand their role in supporting others to be safe online.

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Achievement Needs attention

Over time, pupils do not achieve consistently well in writing by the end of key stage 2. Leaders have only recently taken action to improve achievement in this area. Teachers do not consistently highlight areas where pupils need to improve in their writing, for example with capital letters, letter formation and using better vocabulary. In reading, the impact of leaders' actions is evident. Teachers identify gaps in pupils’ knowledge and provide swift support for pupils to catch up with their reading.

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Achievement Needs attention

Pupils are beginning to achieve well in national tests at the end of key stage 2 as reflected in the published data 2025. This is particularly evident for disadvantaged pupils in reading, writing and mathematics.

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Achievement Needs attention

The school supports pupils well to learn the intended curriculum. Pupils talk about their learning confidently and with enthusiasm. Many pupils are ready for the next stage.

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

Whatever the weather, pupils enter school with big smiles and plenty to say. They love their school and they attend well. Pupils are welcomed into a friendly, nurturing environment. They know that they are valued and cared for.

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

Leaders and staff have consistently high expectations of behaviour. Pupils rise to the challenge and behave very well. They are well mannered and welcoming. Incidents of bullying are rare. Pupils are confident that if unkind behaviour did happen, teachers would deal with it effectively. Pupils have positive, trusting relationships with staff. They are confident that they can share any worries they may have with staff, who will listen and help them.

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

Pupils show kindness and support to each other in a number of ways. Older pupils like to support younger ones as ‘Tower Captains’. Pupils appreciate and respect difference. For example, pupils across the school use sign language when singing in assembly. Pupils reflect on their own wellbeing and their right to be safe and feel valued.

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

Children get off to a positive start in the early years. They work well together and are keen to learn new things.

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

Pupils participate in extra-curricular clubs, including choir, rugby and football. They value the school trips.

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

Pupils are proud of their school. They report that it is ‘fun’ and ‘awesome’. They live out the behaviour expectations of respect, care and honesty. Pupils talk enthusiastically about their learning.

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

Pupils enjoy their learning and try hard in lessons. However, their achievement in reading, writing and mathematics has been inconsistent over time. In some areas, such as early reading and mathematics, there has been evident progress. However, this is not consistent and there is further work to do to improve pupils' writing. Disadvantaged pupils, young carers and those who have special educational needs and/or disabilities learn successfully alongside their peers.

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Next steps

• Leaders should ensure that the well-designed curriculum is taught consistently well in all subjects and year groups, so that pupils secure the knowledge and skills they need for their next steps. • Leaders should continue their work to improve pupils' achievement, particularly in writing, and build on the improvements already made in other areas. • Leaders should further strengthen their work to deepen pupils’ understanding of different cultures, including knowledge of different faiths to make sure that they are fully prepared for life in modern Britain. • Leaders should ensure that interactions with children in the early years consistently promote language development. They should ensure that staff have the skills to take every opportunity to develop children’s communication skills.

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About this inspection

This school is part of Priory Federation of Academies, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Ian Jones, and overseen by a board of trustees, chaired by Howard Gee.

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Team inspectors:

Sally Wicken, Ofsted Inspector Phil Abbott, Ofsted Inspector Amanda Greaves, 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?

National average: 272 Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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What does this mean?

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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What does this mean?

Inspectors held meetings with the headteacher, senior leaders, trustees and governors, including the chairs of the trust and local governing body. They also spoke to a range of teaching and non-teaching staff and a wide range of pupils.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school does not make use of alternative provision.

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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. National average: 15%

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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

2023/24 (final) 71% 74% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 75% 74% Close to average

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average

2023/24 (final) 71% 73% Close to average

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average

2022/23 (final) 73% 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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average

2023/24 (final) 52% 46% 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) 70% 63% Close to average

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average

2023/24 (final) 71% 62% Close to average

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average

2022/23 (final) 61% 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) 57% 59% Close to average

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average

2023/24 (final) 52% 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) 57% 61% Close to average

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average

2023/24 (final) 71% 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

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 5.2% 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

2023/24 (3 term) 12.5% 14.6% Close to average

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national average

2022/23 (3 term) 12.5% 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. 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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