Hapton Church of England Voluntary Aided Primary School

Primary School

Address: The Street, Hapton, Norwich, Norfolk, NR15 1AD Unique reference number (URN): 121040

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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 Expected standard

Although pupil achievement in national tests is below the national average, this reflects the school's context of very small cohorts and fluctuations in year-on-year results.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, progress well from their individual starting points. This starts in the early years, where children begin to learn the core skills in communication, reading, writing and mathematics. For example, as the children journey through the Reception Year, they learn phonics systematically. They use this knowledge to develop reading fluency with growing confidence and accuracy.

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Achievement Expected standard

Pupils can recall some key knowledge they have learned previously. For example, pupils can speak confidently about how sound travels and the function of the human ear canal. Staff identify gaps quickly and provide targeted support. This helps pupils, including those with SEND, to catch up with their peers over time.

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Attendance and behaviour Expected standard

Pupils typically arrive promptly and on time each morning. Attendance, including for pupils with special educational needs and/or disabilities and those who are disadvantaged, has steadily improved over time. This is because leaders have raised their expectations and have more robust procedures in place. Leaders monitor pupil attendance effectively, identifying trends and patterns and challenging poor attendance where necessary. Leaders work with families to provide support when pupils do not attend as well as they should. This work contributes to improved attendance over time.

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Attendance and behaviour Expected standard

Pupils’ behaviour is typically calm, orderly and respectful. Pupils report they feel safe at school. Staff greet pupils warmly at the start of the day. Routines are well established and understood. Pupils move sensibly around the school and during transitions. Behaviour is generally positive in lessons and social times. Pupils’ attitudes to learning are typically focused, though occasional lapses in concentration slow learning for some. Staff reinforce expectations consistently through praise, reminders and restorative conversations.

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Attendance and behaviour Expected standard

Bullying is rare. Leaders and staff respond swiftly if concerns between pupils occur. Leaders record and closely monitor behaviour incidents over time and use this information to provide timely support to pupils when required.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching across the school. They have recently made positive changes to strengthen curriculum intent and design. The curriculum is now ambitious and generally well sequenced across different subjects and classes. At times, the essential vocabulary pupils need to remember is not precise enough. This makes recall difficult for some pupils. Leaders use their knowledge well to deploy staff and resources where they are most needed. Teachers receive carefully planned professional learning that improves their confidence and consistency in teaching the intended curriculum.

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Curriculum and teaching Expected standard

The curriculum places a continual focus on developing core skills in communication, reading, writing and mathematics. Recent improvements to the teaching of mathematics and writing are starting to strengthen pupils’ learning, although these approaches are not yet fully embedded. This starts in the early years where the school's phonics programme systematically teaches children the English reading code. Over time, pupils develop their reading fluency well. Staff identify pupils who fall behind quickly and provide timely support. Most pupils begin to catch up from their starting points.

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Curriculum and teaching Expected standard

Staff generally understand pupils’ needs and adapt teaching appropriately. These adaptations help reduce barriers for pupils with special educational needs and/or disabilities. At times, staff explanations can lack sufficient clarity. This limits how well some pupils deepen their understanding.

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Inclusion Expected standard

Leaders create a welcoming environment so that pupils feel safe and included when they attend school each day. This helps pupils feel ready to learn. The school responds to the needs of all pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, through an accurate strategic overview that helps to reduce barriers to learning.

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Inclusion Expected standard

Leaders identify pupils’ needs quickly. Staff provide step-by-step support that helps most pupils to build confidence and engage with learning. When needed, staff provide more personalised adaptations so pupils can be successful. Leaders regularly liaise with pupils' families and professionals and use their advice to inform support. This helps pupils to access learning with confidence. When pupils have gaps in their learning, leaders provide targeted intervention support, particularly in subjects such as mathematics, writing and phonics. This support typically helps pupils to catch up.

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Inclusion Expected standard

Staff have the training they need to support pupils with SEND. Recent professional learning has improved inclusive practice. Pastoral support is typically responsive. Staff offer initial support, with more targeted support where needed.

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Inclusion Expected standard

Leaders use pupil premium funding appropriately. This extra financial support helps disadvantaged pupils to take part in trips and wider experiences alongside their peers.

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Leadership and governance Expected standard

Leaders provide positive and professional leadership. They have an accurate understanding of the strengths and improvement priorities of the school and federation. Since the previous inspection, they have had to lead the school through a period of change, strengthening systems and practice over time.

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Leadership and governance Expected standard

Leaders and governors have established high expectations for pupils. Staff act as positive role models, which contributes to a positive culture and helps pupils achieve well from their starting points.

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Leadership and governance Expected standard

Leaders typically act in the best interests of all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, and pupils who face barriers to learning or wellbeing. Leaders demonstrate a clear commitment to equity and inclusion through their decisions and everyday practice. They prioritise pupils’ safety, emotional needs and access to education. Leaders ensure that appropriate support is provided so pupils can be best prepared for the next stage of their education.

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Leadership and governance Expected standard

Governors know the school well and meet their statutory duties effectively. They provide appropriate challenge and support to leaders. Governors closely monitor finances, attendance, safeguarding procedures and pupil achievement. They are proud of the school's work and recognise the importance of the school’s role within the local community.

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Leadership and governance Expected standard

Leaders regularly consider staff workload and wellbeing. Staff report feeling supported and valued. Professional learning is planned carefully and builds over time. Training is delivered across the federation, and external expertise is used when needed. Leaders work closely with families. For example, parent events, federation performances and pupil learning reviews help families to remain engaged in the life of the school.

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Personal development and wellbeing Expected standard

Leaders place a high focus on ensuring the personal development programme supports pupils well. Given the school's rural position, leaders ensure pupils are not disadvantaged by limited access to wider opportunities. Leaders provide a wide range of enrichment opportunities alongside developing pupils' knowledge of their local community and beyond.

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Personal development and wellbeing Expected standard

Pupils’ social, moral, spiritual and cultural development is promoted well. Pupils understand that families are different and recognise a range of different beliefs, backgrounds and opinions. Teaching promotes politeness and respect. Pupils develop character through regular opportunities. For example, activities with grandparents help pupils explore wisdom and community values.

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Personal development and wellbeing Expected standard

Relationships and health education are suitable and well planned. Topics are sequenced carefully from the Reception Year through to Year 6. Pupils learn about healthy relationships, behaviour and consent. Older pupils learn how to manage peer pressure and how to act as positive role models. Leaders regularly consult parents in line with statutory requirements and take account of their feedback.

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Personal development and wellbeing Expected standard

Pupils learn how to manage online and offline risks. For example, they know about road safety, stranger danger and water safety. When online, pupils understand the importance of not sharing personal information, including photos and their home address. They know when to block another user and tell a trusted adult if something worries them.

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Personal development and wellbeing Expected standard

Pupils generally develop a secure understanding of fundamental British values. They show respect and tolerance. They value diversity and inclusion. This prepares them well for life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders ensure all pupils, including those who are disadvantaged, have full access to trips, school events and clubs. For example, leaders provide free transport on the school’s bus, which ensures the cost of travel is not a barrier to wider opportunities.

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Personal development and wellbeing Expected standard

Pastoral support is responsive and effective. Pupils benefit from the effective support staff provide. More targeted external support is available should the need arise.

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

Pupils live out the school’s vision of ‘Shine as lights in the world’, which shapes daily life at the school. Pupils generally engage positively with their learning and show growing confidence in their work. Pupils typically achieve well from their starting points and enjoy learning. Most pupils are well prepared for their next stage of education because they secure the core knowledge and skills in reading, writing and mathematics over time. Teachers usually identify pupils’ needs quickly and adapt learning accordingly, helping to reduce barriers pupils may face. As a result, disadvantaged pupils and those with special educational needs and/or disabilities progress suitably from their different starting points.

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

Pupils experience a wide range of activities that help to enhance their learning. Using the ‘trusty’ school bus, pupils attend a variety of ‘federation life’ experiences outside of the classroom. These include visits to the Tower of London and Jimmy's Farm. Pupils also take part in federation performances and sporting events at the local University Sports Park. In addition, pupils join school clubs such as art, gardening and community projects. These experiences positively support pupils’ personal development and help to build their confidence.

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

Pupils behave well and show positive attitudes to learning. They move calmly around the school and follow routines appropriately. Pupils feel safe and know who to speak to if they have a worry. Staff respond promptly and appropriately to any concerns. Bullying is rare and dealt with effectively when it occurs. Attendance has improved over time and is now close to the national average. Where attendance is a concern, leaders take early action to support families.

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

Pupils are generally well prepared for life in modern Britain. They develop an understanding of difference, respect and healthy relationships. Pupils learn how to stay safe online and when out in the community.

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Next steps

Leaders should ensure that teachers prioritise pupils’ recall of essential vocabulary and consistently engage pupils in high ‑ quality conversations that help them recall, use and apply precise language to deepen their understanding across the curriculum. Leaders should ensure that recent improvements to the teaching of mathematics and writing are fully embedded so that pupils’ outcomes in these subjects continue to improve over time.

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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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About this inspection

The chair of the board of governors in this school is Mrs Penny Sheppard.

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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 executive headteacher, executive deputy headteacher, school leaders, representatives of the governing body, a representative of the local authority, staff and pupils.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

Executive Headteacher : Mrs Esme Sexton National average: 272

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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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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

2022/23 (final) S 73% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.9% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 10.5% 13.3% Close to average

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national average

2023/24 (3 term) 13.0% 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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