Schools & FE · Report card

Hallbrook Primary School

Inspected 24 Feb 2026 · published 1 May 2026 · URN 143609

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Summary

No overall grade in this frameworkSafeguarding met

Luella Dhoore (lead), Lisa Turner-Rowe, Michelle Thompson

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
24 Feb 2026
Inspectors verified
Lisa Turner-Rowe, Luella Dhoore, Michelle Thompson
Postcode verified
LE9 6WX
Name on report verified
Hallbrook Primary School
Safeguarding verified
Met
URN verified
143609

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+76Very positivemore positive than 55% of reports of this type

In line with other reports of this type.

Praisepositiveconsistentlyenjoystrongclearstrengthsuccessfullyfeel safe

Criticismconcernsseriousinconsistencyseriouslypersistently absentvariation

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1578w+79
Leadership230w+56
Safeguarding51w−11
What needs to improve28w+39

Strengths

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Concerns

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This approach has reduced serious incidents. p.2

Next steps

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Leaders should ensure that teachers' feedback to pupils and the learning activities they choose consistently support pupils to know and remember more and achieve well across the curriculum. p.6

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,887; about usual (typical 1698)
Reading level: Fairly hard; Flesch 54, typical 43
Average sentence: 13 words
Next steps: 1; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 1%About the inspection 36%

Full report text

Hallbrook Primary School

Address: Hallbrook Road, Hallbrook Primary School, Broughton Astley, Leicestershire, LE9 6WX Unique reference number (URN): 143609

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Leaders place very high importance on attendance. Their work has a clear and positive impact. As a result, very few pupils are persistently absent. Leaders act quickly when a pattern begins to appear. They know pupils well and provide tailored support when needed. For example, some pupils access personalised pastoral support to help them achieve better attendance over time. When needed, leaders use additional funding, including pupil premium funding, to support disadvantaged pupils to attend regularly.

p.2

Attendance and behaviour Strong standard

Behaviour is a real strength. Classrooms are calm, orderly and focused. Pupils consistently show positive attitudes to their learning. They follow routines, respond quickly to staff and move around the school sensibly. Playtimes are joyous. Pupils show courtesy and respect to each other and staff. Pupils say they feel safe. Older pupils speak proudly about how staff care for them. Leaders use a clear values ‑ based approach stating, 'We do the right thing, not the easy thing.' Staff apply expectations consistently. This approach has reduced serious incidents. Bullying is rare because staff deal with concerns quickly and effectively. Leaders understand pupils’ needs very well. They make helpful adjustments for pupils with complex needs so they can behave and learn successfully.

p.2

Personal development and wellbeing Strong standard

Pupils grow personally and emotionally extremely well in this school. From the early years, children enjoy stories, role play and rich conversations. These activities help them understand their feelings, talk about their ideas and respect other people. Across the school, teachers choose books that open pupils’ eyes to different cultures, beliefs and experiences beyond their local community.

p.2

Personal development and wellbeing Strong standard

Leaders have built a clear and thoughtful personal development programme. It follows the school’s values and meets all statutory expectations, including for relationships education. Pupils learn about equality, respect, healthy relationships and how to manage their money. They know the difference between right and wrong and explain how they show tolerance and fairness in daily life. Pupils talk confidently about how to challenge discrimination and why it is important to stand up for others, including those with differences protected by law. Leaders also teach pupils how to stay safe online and offline, using lessons that match pupils’ ages and needs.

p.2

Personal development and wellbeing Strong standard

Pupils enjoy many wider opportunities. Leaders check who takes part in clubs and enrichment to make sure disadvantaged pupils do not miss out. Parents and carers speak highly of the range of sporting and creative clubs on offer.

p.2

Personal development and wellbeing Strong standard

The school's pastoral support is a major strength. Pupils trust the pastoral team and say they feel safe and listened to. Staff use a restorative approach that helps pupils repair relationships and learn from mistakes. This approach has reduced discriminatory incidents and strengthened pupils’ sense of belonging.

p.2

Personal development and wellbeing Strong standard

Lunchtimes strongly support pupils’ wellbeing. Pupils enjoy a joyful play environment with music, games and calm spaces, such as 'the den', for pupils who need time to regulate or

p.2

Expected standard

Pupils develop confidence, resilience and respect for others. The school prepares them extremely well for life in modern Britain.

p.3

Achievement Expected standard

Leaders understand the school’s context well. They explain clearly how factors such as small cohort size mean the performance of one or 2 pupils can affect published outcomes considerably.

p.3

Achievement Expected standard

Pupils' achievement continues to improve across the school. Their work shows clear progress through the curriculum in many subjects. Pupils take pride in their work and how they present it. Older pupils edit their work carefully, while younger pupils build strong handwriting and spelling skills through focused support. Leaders continue to focus on making feedback more consistent to help pupils strengthen their writing further.

p.3

Achievement Expected standard

Reading remains a strength. Most Reception-age children are on track with phonics, while pupils in Year 1 typically achieve well in the phonics screening check. Pupils who need extra help with learning to read catch up quickly. In subjects like geography, science, history, and art and design, pupils recall key knowledge and apply skills successfully.

p.3

Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that supports pupils to learn important knowledge in a sensible order. Leaders check the quality of teaching often and make changes when they need to.

p.3

Curriculum and teaching Expected standard

Reading is a strong focus in the school. Teachers use the same clear approach to phonics, and children read books that match the sounds they have learned. Staff give extra support to pupils who need help to catch up with the phonics programme. In early years, children build their language skills well through purposeful activities. Handwriting is improving because teachers provide pupils with opportunities to practise it regularly.

p.3

Curriculum and teaching Expected standard

Across the school, teachers explain ideas clearly. They know pupils’ needs well and make helpful adaptations to their teaching when needed. For example, in mathematics, teachers use models and simple scaffolds so that pupils can take part in learning activities with growing independence.

p.3

Curriculum and teaching Expected standard

Leaders make sure that staff know the curriculum well and receive training to build strong subject knowledge. At times, there is variation in how well teachers use feedback to help pupils embed essential knowledge. There is also some inconsistency in how well teachers choose activities to support pupils' learning. Leaders continue to refine these aspects to make sure the curriculum is taught consistently well.

p.3

Early years Expected standard

Children in the early years receive a positive and purposeful start. Nursery and Reception classrooms are well resourced and calm. Adults use every opportunity to build children’s language. They model new words, join in play and support children to communicate clearly. Children grow in confidence and show increasing independence as they take part in both adult ‑ led sessions and when they explore the environment through their own play.

p.4

Early years Expected standard

Leaders focus strongly on early reading. Reception-age children begin phonics straight away, while children in the Nursery build early listening and sound ‑ discrimination skills. Staff use pure sounds correctly and help children apply them in their reading and writing. Books match the sounds children have learned, and staff give extra support during free ‑ flow sessions to help children who need more practice.

p.4

Early years Expected standard

The curriculum builds steadily from the Nursery Year into Reception. Daily motor ‑ skills sessions and fine motor activities help children develop early writing strength. Staff have clear expectations for pencil grip and handwriting routines. Independence is encouraged through simple tasks, such as peeling fruit with adult guidance.

p.4

Early years Expected standard

Leaders in early years work closely with curriculum leaders to make sure that early learning prepares children well for Year 1. Staff know children and families well. Parents and carers value the regular updates they receive.

p.4

Inclusion Expected standard

Leaders make inclusion a priority. They get to know pupils well, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and pupils who have experience of social care. Staff spot pupils’ needs early and put the right support in place quickly.

p.4

Inclusion Expected standard

Teachers use a clear step ‑ by ‑ step approach to understand what each pupil needs. In subjects such as English and mathematics, teachers adapt lessons so pupils can join in and succeed. For example, teachers use helpful tools such as simplified texts, visual prompts and sentence starters to support pupils with SEND to learn successfully alongside their classmates. Leaders continue to refine the use of adaptations in some other subjects to ensure that they have the same positive impact on pupils' achievement.

p.4

Inclusion Expected standard

Leaders check regularly how well pupils are progressing through the curriculum. They look closely at whether extra support is working. Leaders use additional funding, including pupil premium funding, to reduce barriers to learning. This has been particularly effective in improving attendance for disadvantaged pupils. Leaders also work closely with families, external professionals and the local authority to make sure that pupils receive the right help.

p.4

Inclusion Expected standard

Pupils with SEND talk confidently about what they can do. Staff follow pupils’ support plans well, and leaders continue to strengthen this work.

p.4

Leadership and governance Expected standard

Leaders understand the school well. They know what works and what they need to improve next. They make decisions that benefit all pupils. Since the arrival of new senior leaders, many new systems and processes have been introduced. Staff surveys show that the team feels positive, supported and has absolute confidence in leaders. Parents and carers also speak positively about the school. They say their children feel happy, safe and well cared for. Many families have noticed improvements in special educational needs and/or disabilities (SEND) support, the school culture and wider opportunities available to their children.

p.5

Leadership and governance Expected standard

Leaders have chosen the right priorities. Staff receive training that links directly to these goals. Leaders work closely with outside agencies to secure help for children with the most complex needs. They show clear commitment to supporting disadvantaged pupils, pupils with SEND and those known to social care.

p.5

Leadership and governance Expected standard

Governors and trustees check the school’s work closely. They ask challenging questions and understand the school’s strengths and next steps. They make sure that leaders use resources wisely and keep pupils safe. Governors also take staff wellbeing seriously and promote approaches to reduce unnecessary workload. The trust supports the school well through coaching and training. As a result, leaders at all levels continue to grow in confidence. Teachers at the early stages of their teaching careers receive effective mentoring and sufficient time to hone their practice.

p.5