Horning Community Primary School

Horning Community Primary School

Address: School Road, Horning, Norwich, Norfolk, NR12 8PX Unique reference number (URN): 120822

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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

Leaders have high expectations of what pupils can achieve. They approach each pupil as an individual and provide bespoke support where it is needed. This means that typically, pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, progress well from their starting points.

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Achievement Expected standard

Pupils develop secure, in-depth knowledge through project work. They use sophisticated vocabulary to talk about their learning. However, some pupils, and especially older pupils, do not develop their writing skills as quickly as they could. While these gaps are closing, a few pupils in the school do not consistently write with accuracy.

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Achievement Expected standard

Pupils are well prepared for their next steps. They become confident learners and communicators. Pupils gain the confidence and knowledge they need to move on to secondary school.

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Attendance and behaviour Expected standard

Pupils enjoy coming to school and feel a strong sense of belonging. They are welcomed into school each morning by adults who know them well, helping them to settle quickly and feel ready to learn. Pupils understand why it is important to attend school regularly. Leaders have developed secure systems and processes to track patterns of attendance. 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

The school is a calm and purposeful environment where pupils feel safe. Leaders have embedded clear routines and high expectations that pupils understand. Pupils are kind and caring towards each other. They demonstrate high levels of cooperation and socialise together in harmony. Pupils enjoy positive relationships with staff. They appreciate the quality of pastoral care they receive. Bullying is very rare and not tolerated. If it does occur, staff act quickly and use effective approaches to resolve it.

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Attendance and behaviour Expected standard

In lessons, pupils demonstrate positive attitudes to learning. Most pupils concentrate well and get on with their learning. Those who need additional help with their behaviour, including pupils with special educational needs and/or disabilities, receive tailored support that meets their needs.

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Curriculum and teaching Expected standard

Leaders have recently reviewed the curriculum. They have ensured that it is ambitious and suited to mixed-age classes. Leaders have identified the key knowledge that pupils will learn across all subjects and at each stage of their education. The curriculum builds cumulatively on what has gone before and prepares pupils well for what comes next.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of where teaching is effective and how further improvements can be secured. Teachers are becoming more confident in adapting learning for pupils with special educational needs and/or disabilities (SEND). This means that typically, pupils with SEND progress well through the curriculum.

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Curriculum and teaching Expected standard

Teachers use their secure subject knowledge and clear explanations to deliver the curriculum well. However, at times, task design is not sufficiently precise to ensure that all pupils are consistently challenged or are completing work in line with their learning capabilities and needs. This means that sometimes, pupils do not progress as quickly as they could.

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Curriculum and teaching Expected standard

Leaders prioritise key knowledge in reading, writing and mathematics. Where pupils have gaps in their knowledge, leaders ensure that they receive targeted support so that they catch up quickly. The teaching of reading and phonics is effective. Leaders promote a love of reading through sharing engaging texts related to the curriculum throughout the school.

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Early years Expected standard

Leaders understand the strengths and areas for improvement in the early years. The early years curriculum is detailed and ambitious. It acts as a strong foundation for future learning. Most children make effective progress through the curriculum and are typically well prepared for their next steps.

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Early years Expected standard

Children in Reception Year and pre-school build positive relationships with staff. This helps them to settle in quickly and feel happy and safe at school. Staff understand and meet each child’s personal needs well. They recognise when children need additional reassurance and provide comfort and care to support them at these times. Staff help children to understand and follow the routines and expectations. This helps them to develop confidence and independence.

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Early years Expected standard

Interactions between staff and children are positive and focused on building language and communication. Children learn new words through stories, songs and rhymes. They use these words to express their thoughts and feelings. In Reception Year, children quickly begin learning phonics. They typically apply this knowledge well in order to read books and to write words and sentences.

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Early years Expected standard

The early years provides a calm, orderly and respectful environment where children feel secure and are ready to learn. Leaders have ensured that there are appropriate care practices in place, including for 2-year-olds. Leaders develop positive relationships between home and school based on strong communication.

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Inclusion Expected standard

Every pupil is treated as an individual at this small school. Leaders know pupils well and use a wide range of information to identify barriers to learning at an early stage. This includes pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known to children’s social care.

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Inclusion Expected standard

Leaders work in partnership with staff, families and external professionals to respond to pupils' needs and adapt their provision accordingly. They adapt the learning environment and curriculum so pupils with SEND can access learning alongside their peers. Support is reviewed regularly and adjusted when needed. As a result, barriers to learning and wellbeing are reduced for most pupils. Leaders make sure that staff have the appropriate knowledge and training they need to help them in this work. Leaders track pupils’ progress closely. This support is effective in ensuring that pupils take part fully in learning, playtimes and extra-curricular activities.

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Inclusion Expected standard

Leaders use pupil premium funding effectively to meet the needs of disadvantaged pupils. For example, they make sure that all pupils can take part in clubs and trips. Disadvantaged pupils access a range of learning and enrichment experiences and achieve well.

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Inclusion Expected standard

Pupils, regardless of their different needs, are welcomed and included at the school. As a result, pupils feel supported and valued.

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Leadership and governance Expected standard

Leaders have an accurate and informed understanding of the school's strengths and areas for development. They are highly ambitious for all pupils and place them firmly at the centre of decision-making. Leaders' actions have created an ethos where every pupil is valued as an individual. This has resulted in a caring and inclusive community that pupils, staff and parents are proud to be members of. Leaders use the mantra of 'small school, big opportunities' to guide their work. Leaders have given careful consideration to how to embed further improvements. They use a range of information to determine their next steps, which include pupil and parent voice.

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Leadership and governance Expected standard

Governors are experienced and knowledgeable. They know the school very well and provide leaders with appropriate support and challenge. This includes checking the impact of leaders' work. Governors are passionate in ensuring that provision suits the needs of the local community. They promote positive links with families and the community and support the implementation of leaders' vision, ethos and strategic direction. Leaders across the federation are highly collaborative, working together to broaden the opportunities offered to pupils.

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Leadership and governance Expected standard

Leaders ensure that staff have the appropriate training to support them to carry out their roles effectively. Staff feel that leaders take their wellbeing and workload into consideration.

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Leadership and governance Expected standard

Leaders work hard to maintain positive relationships with parents and carers. They provide a range of support, such as half-termly visits from the Family Hub. Parents appreciate the effective communication between home and school and the level of care and support they and their children receive.

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Personal development and wellbeing Expected standard

The impact of the personal development programme is evident across the school. Leaders pinpoint opportunities that encourage pupils to develop as global citizens who understand their place in the world. Leaders ensure that the rich programme of extra-curricular activities supports this aim. Pupils take part in outdoor pursuits, science, technology, engineering and mathematics (STEM) events and find out about different career pathways. The personal, social, health and economic education curriculum is well constructed, and topics link to pupils' lives. Pupils know how to manage their feelings, maintain positive, healthy relationships and contribute to society.

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Personal development and wellbeing Expected standard

Pupils know how to keep themselves safe. This includes how to stay safe online. Pupils and their families experience a high level of pastoral care. They are confident about how to access help and support if they need it.

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Personal development and wellbeing Expected standard

Pupils take part in a range of clubs, such as board games club and Friday afternoon sports club. They enjoy representing their school in sporting tournaments such as cricket, athletics and tag rugby. Leaders collaborate closely with other schools in the federation to broaden the opportunities available to pupils. This also allows pupils to make friends beyond their school. Pupils appreciate this and understand how it helps them to develop their teamwork and resilience.

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Personal development and wellbeing Expected standard

Leaders create opportunities for pupils to contribute to their community. This includes planning and delivering regular community cafés, helping out with younger pupils in the school and taking part in charity events. Pupils have a clear understanding of citizenship. They develop confidence, empathy and a firm sense of belonging. Pupils develop their respect for other cultures both within and beyond the school. For example, pupils are encouraged to explore their own cultural backgrounds as well as those of their peers. This broadens their horizons and appreciation of diversity. The knowledge that they develop prepares them well for later life when living in modern Britain.

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

This small school provides pupils with a good start to their education. Pupils enjoy coming to school because they feel safe and well cared for. Staff know the pupils and their families very well. They provide high-quality pastoral support. As a result, pupils progress well through the curriculum and thrive in school.

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

The school is a calm and friendly place to be. Pupils are polite and welcoming. They are confident that their opinions matter. This helps them to feel a strong sense of belonging. Pupils across the school behave well. There is very little disruption to learning. If it does occur, staff intervene swiftly and confidently. Pupils from different year groups get on very well with each other. They enjoy playing together at breaktimes. Bullying is rare. If it does happen, pupils are confident that staff will deal with it effectively.

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

Pupils benefit from a range of experiences linked to their learning. This includes clubs, residential trips and visits from external speakers. These experiences help pupils to develop a secure understanding of the world beyond their doorstep. Leaders choose activities that enable pupils to develop skills they will need in later life, such as independence and resilience. This means that pupils are confident and well prepared for the next stages of their education.

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

Pupils know and appreciate the things that make them unique. They enjoy taking on leadership roles, such as school councillor. Older pupils support younger children throughout the day. They serve lunch and help out in the pre-school. They act as positive role models. Pupils take part in events that link them to their local community, such as termly

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Team inspectors:

Hannah Stoten, His Majesty's Inspector Emma Davies, Ofsted Inspector community cafés. These experiences help them to develop a strong sense of responsibility and what it means to be a good citizen.

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Next steps

Leaders should continue to strengthen teachers' confidence in making adaptations to pupils' learning, including pupils with special educational educational needs, in order to consistently meet their needs so that pupils learn well. Leaders should continue to embed and strengthen consistency in the teaching of writing across all subjects. Leaders should ensure that activities in lessons consistently provide purposeful opportunities for pupils to rehearse and apply their previous learning.

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About this inspection

The co-chairs of the board of governors in this school are Steve Lunniss and Paul Stack.

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About this inspection

The school is part of a federation called AIM Federation. This federation was formed in 2021.

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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, the head of school, 2 deputy executive headteachers, members of staff, pupils, members of the governing body including the co- chair, and parents and carers during the inspection.

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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 currently does not make use of alternative provision.

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About this inspection

The executive headteacher is David Hopkins.

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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. National average: 26.3%

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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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Pupils reaching the expected standard in mathematics

The percentage of 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

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

2022/23 (final) S 59% 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 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

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

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national average

2022/23 (3 term) 5.4% 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) 16.1% 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.

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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

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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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