Hayward's Primary School

Hayward's Primary School

Address: East Street, Crediton, Devon, EX17 3AX Unique reference number (URN): 113069

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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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Inclusion Strong standard

There is a palpable expectation in the school that all pupils will be successful. Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) swiftly and accurately. This work starts in the early years. Leaders act promptly to ensure these pupils get the additional support they need. Leaders and staff work effectively with parents and carers and external agencies.

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Inclusion Strong standard

There is a high proportion of pupils with education, health and care plans. As a result, leaders have implemented a range of effective strategies, including an inclusion classroom, to support pupils with SEND. The ‘Hub’ focuses on ensuring pupils with a wide range of SEND needs secure the basic skills that pupils need to be successful. Well-thought-out targets, effective teaching and bespoke curriculum plans, ensure that pupils with SEND achieve well.

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Inclusion Strong standard

Similarly, pupils who are disadvantaged or those who are known or previously known to social care are catered for extensively. Leaders have a forensic oversight of these pupils. Disadvantaged pupils are prioritised so that they have every opportunity to flourish. Effective use of the pupil premium funding for disadvantaged pupils enables staff to develop their expertise to support these pupils to be successful. Disadvantaged pupils participate in all that the school has to offer and typically achieve well over time.

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Personal development and wellbeing Strong standard

Pupils benefit from an impressive personal development offer that is underpinned by a broad and rich set of experiences. These focus on ensuring all pupils develop the necessary skills they need to make a tangible contribution to school life and beyond. Pupils learn about personal, social and health education, relationships and life in modern Britain. Pupils know what constitutes a healthy relationship. Appropriate adaptations are made so that pupils with special educational needs and/or disabilities can access these opportunities alongside their peers. Pupils who are disadvantaged are prioritised for enrichment activities. Leaders check who engages in additional opportunities and the difference it makes.

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Personal development and wellbeing Strong standard

Throughout the curriculum and assemblies, pupils learn about different religions and cultures. They are knowledgeable, sensitive and respectful to others who may have different beliefs to their own. Pupils understand the importance of tolerance. Leaders provide many opportunities for pupils to experience life beyond Crediton. Through the ‘Hayward’s Heroes’, pupils develop a well-informed understanding of fundamental British values. They know how to live out these values in an age-appropriate way.

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Personal development and wellbeing Strong standard

Pupils value the opportunities on offer beyond the curriculum. They speak enthusiastically about the many opportunities on offer to them, such as caring for the school’s pets, supporting community and school events and being an ambassador. Pupils excel in their many roles. The extensive opportunities provided help to develop confident, caring young people, who have a strong sense of responsibility.

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Expected standard

Pupils know how to keep themselves safe, including when using technology. Older pupils appreciate the ‘coaching and journaling’ sessions they receive to support them with any concerns they may have. Pastoral systems are effective. Parents and carers and pupils alike appreciate the wide-ranging pastoral support the school provides.

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Achievement Expected standard

Pupils typically achieve well in the subjects that they study. Children who enter the Reception class with knowledge and skills below those typically expected for their age achieve well. By the time they move on to key stage 1, the vast majority of children are ready to learn the national curriculum in Year 1.

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Achievement Expected standard

Leaders' work to improve phonics achievement has had a notable impact. Phonics screening check outcomes are significantly above the national average. For the last 3 years, published outcomes at the end of key stage 2 show a year-on-year improvement. On the whole, by the end of key stage 2, most pupils reach standards in line with the national average. They are ready for the next stage of their education. This includes those pupils who are disadvantaged. However, some pupils who could achieve the higher standards by the end of key stage 2 do not do so.

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Attendance and behaviour Expected standard

Pupils’ attendance is in line with the national average for primary schools and has been for some time. This is also the case for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders monitor attendance regularly and act swiftly on any concerns. Leaders use a range of strategies to promote positive attendance. The popular breakfast club supports pupils in attending school regularly. Pupils who attend the club benefit from a warm and welcoming start to the day. The work of the pastoral team is highly effective in building positive relationships with families for those pupils who find attending school challenging.

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Attendance and behaviour Expected standard

Hayward's is a school where pupils feel they belong. Pupils typically show positive attitudes to their learning. They conduct themselves well during social times. They treat each other with kindness and respect. These values are instilled as soon as children enter the Reception class. Many older pupils act as ambassadors. They role model what positive behaviour should look like. Pupils know that any form of discrimination is not acceptable.

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Attendance and behaviour Expected standard

When pupils’ behaviour falls below what is expected, staff act swiftly. Bullying is rare. Pupils report that it is not tolerated. They say that when it does happen, staff deal with it quickly.

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Curriculum and teaching Expected standard

Leaders regularly review the curriculum to check that it is having a positive impact on pupils’ achievement. The curriculum is broad and suitably ambitious. It is sequenced so that pupils build on what they have learned over time. The curriculum gives pupils the knowledge and skills that they need to achieve well.

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Curriculum and teaching Expected standard

The curriculum is typically taught well. The school is focused upon strengthening the quality of teaching. Leaders ensure that teachers have secure subject knowledge so they can deliver the curriculum expertly. Teachers check the key knowledge they want pupils to know at the start of every lesson. They use pupils' starting points of what they know and understand to adapt their teaching. Pupils with special educational needs and/or disabilities, and those who are disadvantaged or have other barriers to learning, receive effective support.

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Curriculum and teaching Expected standard

Leaders’ intentions are for children to secure quickly the basic knowledge in reading, writing and mathematics. This starts as soon as children enter the Reception class. They do this well. In later years, pupils are able to access more challenging elements of the curriculum. Recently, the school has taken action to improve the teaching of early reading. The teaching of phonics is effective. Books are carefully matched to what pupils can read. This helps pupils to develop their fluency and confidence.

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Early years Expected standard

Children get off to a positive start at this school. They learn the classroom routines and expectations quickly. Staff establish warm, caring relationships that develop children’s confidence and sense of belonging. These positive interactions extend beyond the classroom. Parents and carers are unwavering in their supportive views about the education their children receive.

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Early years Expected standard

Children enter school with a smile on their face to a range of exciting activities that are well thought out. Teachers consider children’s different starting points carefully and adapt the curriculum accordingly. Any child who has a barrier to learning is given effective support to catch up. The curriculum is carefully sequenced with a focus on developing children’s vocabulary and securing the basic skills of reading, writing and mathematics. As soon as children are ready to learn to read, they do. They have daily phonics lessons delivered by well-trained staff. Any child who has fallen behind with their learning is identified quickly. These children get the help they need to catch up.

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Early years Expected standard

As a result of effective teaching and curriculum design, the vast majority of children are ready for Year 1.

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Leadership and governance Expected standard

Leaders have built a school that is the heartbeat of the community. Parents, pupils and staff are proud of their school. The school is a happy place to learn and work. Leaders have established a positive and inclusive culture that enables all pupils to flourish. Leaders are responsive to the needs of the community. For example, providing specialist support for pupils with education, health and care plans. Vulnerable pupils and their families are central to any strategic decisions leaders make.

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Leadership and governance Expected standard

Leaders, including governors, have a realistic understanding of the school and the challenges they face. Governors fulfil their statutory duties well. They hold leaders to account effectively. They provide appropriate support and challenge. Governors routinely check on the quality of the school’s work. Strategic plans for further improvement are well thought out. Governors share leaders’ determination to continue to strengthen pupils’ outcomes. Nevertheless, both leaders and governors know that there is more work to do in this regard.

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Leadership and governance Expected standard

Staff hold leaders in high regard. They say leaders constantly look out for their wellbeing. Staff appreciate the programme of professional learning they receive. This is well considered. It is linked closely to the school's improvement priorities and the development of teacher expertise.

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

Hayward’s Primary School is a highly inclusive school that welcomes everyone. Pupils enjoy coming to school and are proud to be part of the family that is ‘Hayward’s Community’. Leaders place disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) at the forefront of their decision-making. Pupils with SEND, and those who learn in the ‘Hub’, thrive both academically and socially. This is because the curriculum and its delivery are adapted well for pupils' needs.

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

Pupils know that staff care about them deeply, and they do. Pupils feel happy and safe. They know what to do if they feel at risk of harm. Pupils are confident that staff respond swiftly to any concerns they may have. They say that bullying is rare, but when it does happen, it is quickly addressed.

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

Staff set high expectations for behaviour. These are established quickly in the early years. Pupils throughout the school are polite and respectful. In lessons, they typically show positive attitudes to their learning. Pupils really enjoy their social times. They are joyous occasions.

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

The ‘Hayward’s Heroes’ values are the bedrock of the school. Pupils speak positively about why honesty, respect and resilience are important in and outside of school. Pupils feel listened to. They make a significant contribution to the school. Pupils benefit from the considerable number of wider opportunities that broaden their experiences of life beyond the school gates. The school plays an important role in the community. Pupils support many local, national and global initiatives.

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

Pupils at Hayward’s Primary School achieve well. They leave school ready for the next stage of their education and are well prepared for life in modern Britain.

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Next steps

The school should continue to raise its ambitions for what pupils can achieve across the curriculum, so that an increased proportion of pupils in key stage 2 achieve more highly.

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Team inspectors:

Matthew Shirley, Ofsted Inspector Craig Hayes, 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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About this inspection

The chair of the board of governors in this school is Nicola Frost.

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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 school leaders, including the headteacher, members of the senior leadership team and other leaders. They also spoke with local authority representatives and members of the local governing body during the inspection.

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About this inspection

Inspectors spoke with some parents at the start of the school day. They considered responses to the online survey, Ofsted Parent View, including free-text comments.

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About this inspection

Inspectors also considered responses to Ofsted’s staff and pupil 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 makes use of one unregistered alternative provision.

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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

2024/25 (revised) 69% 62% Close to average

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average

2022/23 (final) 52% 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

2022/23 (final) 73% 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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average

2024/25 (revised) 77% 72% Close to average

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average

2023/24 (final) 71% 72% Close to average

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average

2022/23 (final) 69% 71% 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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average

2024/25 (revised) 70% 74% Close to average

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average

2022/23 (final) 66% 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) 48% 47% Close to average

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average

2023/24 (final) 38% 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

2022/23 (final) 55% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2023/24 (final) 54% 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) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 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) 12.0% 13.3% Close to average

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national average

2023/24 (3 term) 13.5% 14.6% 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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