Hempland Primary School

Hempland Primary School

Address: Whitby Avenue, Stockton Lane, York, North Yorkshire, YO31 1ET Unique reference number (URN): 142844

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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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Achievement Strong standard

Pupils, including those who are disadvantaged, achieve very well from their starting points. At each stage, they are well prepared for the next stage of their education. Pupils' performance in the Year 6 national tests in reading, writing and mathematics, and in the Year 1 phonics screening check, support this.

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Achievement Strong standard

In early years and Year 1, pupils quickly secure the foundations of reading. This leads to them fully accessing the wider curriculum as they become increasingly fluent readers. The strong focus on vocabulary, communication and language in early years has a positive impact on children's outcomes. Children can clearly explain how to create a ‘concertina’ of cardboard, giving a precise sequence of instructions. Older pupils demonstrate their deep knowledge across a range of curriculum subjects as they explain concepts such as magnetism or the difference between a fresco and a mosaic. Work in pupils’ books is of a consistently high quality.

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Attendance and behaviour Strong standard

Leaders have established a highly strategic and organised approach to improving attendance. They collect data and monitor it rigorously. Where there are barriers to pupils' attendance, these are considered carefully, and leaders address them with tailored approaches. There is a culture in the school where attendance is ‘everybody’s business’. The effectiveness of leaders' strategy and approach is evident in comparatively high attendance for all groups of pupils and improvements over time.

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Attendance and behaviour Strong standard

In response to leaders' high expectations, pupils uphold the highest standards of behaviour. This is the case in lessons and at less structured times. Throughout the school, there is a calm and orderly atmosphere. Older pupils are role models of excellent behaviour. Lunchtime monitors praise their peers for being sensible and behaving well. Leaders' sensitive and highly supportive approach is particularly effective for some pupils who struggle to self-regulate, including those with special educational needs and/or disabilities. In lessons, pupils are studious and diligent. Pupils appreciate staff’s consistent application of the behaviour policy. They are highly motivated to earn team points as a reward for good behaviour and demonstrating the school’s values. Instances of bullying are rare and addressed swiftly and decisively.

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Curriculum and teaching Strong standard

Leaders have designed a carefully sequenced curriculum that builds pupils’ knowledge securely over time. They maintain robust oversight of this and act to strengthen it if necessary. Teachers understand the curriculum well and teach with confidence across subjects. Teaching is rooted in strong subject knowledge. Teachers introduce new concepts in manageable steps and revisit key ideas so that pupils' understanding deepens as they move through the school. In early reading, teachers follow the school's phonics programme rigorously. They monitor pupils closely, reinforcing new sounds immediately and providing opportunities to practise. This helps pupils secure the foundations of early reading and writing. In mathematics, teachers model strategies clearly and provide effective resources. For example, following a clear explanation, Year 1 pupils use counters to explore near doubles.

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Curriculum and teaching Strong standard

Teachers bring subjects to life through engaging approaches. There is a focus on developing vocabulary. In history, for instance, artefacts spark curiosity and deepen pupils' understanding. Year 6 pupils examine Victorian artefacts and debate their purpose, using precise vocabulary. In computing, pupils explain their thinking using accurate terminology, such as ‘algorithm’ and ‘conditional’.

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Curriculum and teaching Strong standard

Teaching is adapted intelligently for pupils with varied needs. Targeted support, scaffolds and pre-teaching enable pupils to learn well, recall important knowledge and apply it confidently in new situations.

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Inclusion Strong standard

Leaders have built a strong, inclusive culture that staff understand and enact consistently. They identify pupils’ individual needs early and precisely, using well-structured processes. Staff act on this information in a timely way and shape support so that pupils who are disadvantaged, have special educational needs and/or disabilities or who have other barriers to learning can confidently access the full curriculum.

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Inclusion Strong standard

Staff reduce pupils' barriers to learning and wellbeing through purposeful adaptations. For example, visual supports, pre-teaching, movement breaks and flexible workspaces are used routinely and effectively as part of the school's inclusive practice. Leaders check how well these approaches work and refine them when needed. Staff draw on their training, such as in communication, sensory needs and behaviour regulation, in support of pupils with specific needs. This leads to pupils settling quickly, staying engaged and participating fully in lessons.

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Inclusion Strong standard

Leaders strengthen inclusion by working directly with specialist partners and with pupils' families. Leaders coordinate the support provided by all parties for maximum impact. Leaders use additional funding strategically to increase pupils' participation in enrichment activities and to target some pupils’ specific barriers to learning. Because of this combined work, all pupils have a strong sense of belonging and make secure progress from their starting points.

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Leadership and governance Strong standard

Leaders have an accurate and sophisticated understanding of the school's strengths and priorities for improvement. This is informed by a range of evidence, including reviews by other education professionals, pupils' progress information and staff voice. This helps leaders identify next steps and allows them to make carefully considered decisions. These decisions are rooted in what is best for pupils’ achievement, care and development.

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Leadership and governance Strong standard

Staff are clear why new initiatives are introduced and feel confident that approaches are never rushed. Leaders actively seek staff feedback when planning school improvement. New approaches to developing pupils' speaking skills and adaptive teaching in mathematics that responds to pupils' needs in the moment are examples of this. Both strategies have been introduced collaboratively, with measurable impact now evident across the school.

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Leadership and governance Strong standard

Governors and trustees work within a clearly defined structure, with well-understood lines of accountability and areas of responsibility. They draw on their professional expertise, access regular training and strike an effective balance between support and challenge. Leaders and governors are driven by a powerful commitment to acting in the best interests of all pupils, particularly those who are disadvantaged. This is a persistent driver of their decision- making.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and professional development. Staff describe a highly supportive workplace where their voice is heard and their workload carefully managed. The professional learning offer is rich and coherent. It encompasses whole-school priorities alongside role- and subject-specific training. There is a culture of openness and trust among staff and leaders at all levels.

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Personal development and wellbeing Strong standard

The school is rightly proud of its impressive personal development programme. This leads to pupils being extremely well prepared for success in their later lives. The school’s values of respect, opportunity, ambition and resilience, 'ROAR', as well as British values such as tolerance and individual freedom, are threaded through all aspects of provision.

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Personal development and wellbeing Strong standard

The comprehensive curriculum for personal, social and health education, alongside a carefully planned programme of assemblies, provides rich opportunities for pupils to engage with thought-provoking topics. Visitors from different faith communities help pupils deepen their knowledge of the diversity of British society. When talking about the differences that exist between people, pupils routinely use words such as ‘respect’ and ‘tolerance’.

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Personal development and wellbeing Strong standard

Pupils develop a deep knowledge of the importance of maintaining a healthy lifestyle for both mind and body. Pupils know that there are ways to improve mental wellbeing, such as reducing screen-time and spending time with friends. They learn how to keep themselves safe, online and offline. Older pupils understand how their bodies will change, internally and externally, as they go through puberty. Pupils are aware of what constitutes a healthy relationship and that relationships come in a variety of forms.

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Personal development and wellbeing Strong standard

Leaders recognise the school's importance as a prominent part of the community. They have developed strong and productive links. For example, pupils sing at the local care home, and local residents attend the school for events such as celebrations of pupils’ artwork.

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Personal development and wellbeing Strong standard

Leaders ensure that all pupils benefit from rich experiences beyond the curriculum and school building. These include use of the school grounds for outdoor learning and visits to museums, York Minster or other places of historical interest. Residential visits promote pupils’ independence and resilience. Leaders prioritise participation in these experiences for disadvantaged pupils. Leaders' commitment to inclusion is evident throughout the personal development programme.

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Early years Expected standard

Leaders have developed a well-sequenced early years curriculum that is designed to develop children's knowledge across all areas. This maps out the way learning builds towards clear endpoints and includes the vocabulary children need for later learning. Leaders review how well the curriculum is working and act swiftly if necessary. For example, in response to a small proportion of children reaching the end of Reception Year with gaps in their knowledge of letter formation and handwriting, leaders introduced a revised approach. This is having a positive impact, and gaps are closing rapidly.

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Early years Expected standard

Staff model vocabulary with the expectation that children respond in full sentences, promoting communication and language development. Provision is carefully planned, with activities targeting specific skills. For example, children making Chinese lanterns develop scissor skills and fine motor strength. Reading has a high profile. Children delight in engaging with favourite books. Teachers deliver the phonics programme consistently, ensuring that children secure the foundations of reading. Parents are active partners, attending events such as the 'farmers' market', where children sell produce they have grown.

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Early years Expected standard

Staff interactions are positive and high quality. They identify children with additional needs swiftly and provide expert support that ensures that they progress well from their starting points. Children are happy and settled, showing both independence and cooperation. Leaders prioritise children's personal, social and emotional development, in readiness for Year 1.

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

Pupils feel that they belong to a special, caring school community. Staff know them well. Staff greet pupils cheerfully in the morning and care deeply for them. As a result, pupils feel safe. They attend well. Pupils know that bullying, should it arise, will be dealt with swiftly and decisively.

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

Behaviour is impeccable. In lessons, pupils immerse themselves in the learning with sustained, focused attention. Staff have high expectations that start right from the beginning when children enter Reception Year. Clear, well-understood routines and consistent application of the behaviour policy lead to very high standards of behaviour. Pupils learn respectful behaviours, such as good listening. Consequently, they are highly attentive to whoever is speaking.

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

Pupils receive an education that prepares them very well for the next stage of their education and for life in wider British society. They demonstrate high levels of respect towards each other and adults. There are plentiful opportunities for pupils to develop their talents and interests through the extensive range of extra-curricular opportunities on offer. Pupils engage in a range of carefully planned activities to develop their confidence and resilience, such as public speaking, performing for an audience or running a farm shop. Leadership roles such as school council or ‘planet protectors’ provide pupils with opportunities to develop a sense of responsibility. All pupils have equal access to these opportunities.

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

Teachers make learning fun. This helps pupils remember things. Pupils are encouraged to try their best, and they respond positively to this. Pupils achieve highly across the curriculum. Any barriers to learning are quickly identified and addressed. Pupils value the support they receive if they need extra help. The rich curriculum is enhanced by memorable events, visits or themed days. Leaders and staff make maximum use of the city and the local area to enhance learning and secure pupils’ knowledge.

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Next steps

Leaders and governors should continue the recently introduced work to further strengthen pupils' handwriting, leading to them becoming exceptionally well prepared for their next stage of education.

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About this inspection

This school is part of Pathfinder 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), Andrew Daly, and overseen by a board of trustees, chaired by John Hattam.

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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 and other senior leaders during the inspection. They also met with members of the Local Governing Committee and the trust, as well as the CEO.

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About this inspection

Inspectors spoke with several pupils, staff and parents and carers. Inspectors considered the responses to Ofsted’s surveys.

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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 uses one unregistered alternative provider.

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Lead inspector:

Dughall McCormick, His Majesty's Inspector

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Team inspectors:

David Horrigan, Ofsted Inspector Rebecca Rowett, Ofsted Inspector Lauren Watson, 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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) 77% 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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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) 38% 47% Close to average

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national average

2023/24 (final) 50% 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

2023/24 (final) 67% 62% 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) 50% 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) 50% 61% Close to average

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average

2023/24 (final) 67% 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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