Schools & FE · Report card

Hayfield Primary School

Inspected 7 Jul 2026 · published 22 Sept 2026 · URN 112554

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Summary

No overall grade in this frameworkSafeguarding met

Rob Perkins (lead), Joanne Ward, Shaheen Hussain

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected 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
Expected standard
Framework verified
Report card
Inspection datesingle source
7 Jul 2026
Inspectors verified
Joanne Ward, Rob Perkins, Shaheen Hussain
Postcode verified
SK22 2HB
Name on report verified
Hayfield Primary School
Safeguarding verified
Met
URN verified
112554

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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 behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+82Very positivemore positive than 71% of reports of this type

In line with other reports of this type.

Praisehigh expectationspositiveconfidenteffectivelypositivelywell preparedenjoyfeel safe

Criticismconcernsgapsdisruptionpersistently absenterrorspersistent absencenot consistently

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

Findings1583w+86
Leadership242w+86
Safeguarding51w−11
What needs to improve61w−33

Strengths

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Concerns

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No strong criticism found.

Next steps

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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: 15
Words of findings: 1,937; about usual (typical 1698)
Reading level: Hard; Flesch 41, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 34%

Full report text

Hayfield Primary School

Address: Swallow House Lane, Hayfield, High Peak, Derbyshire, SK22 2HB Unique reference number (URN): 112554

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

Achievement Expected standard

At the end of key stage 2, pupils, including the most disadvantaged, achieve well in most areas. Reading is a particular strength. Pupils' achievement in phonics has been broadly in line with the national averages and has improved recently. As a result, pupils become confident and fluent readers. Achievement in writing has not reached the same standards as reading and mathematics. Leaders have identified this and have acted appropriately to address this.

p.2

Achievement Expected standard

Carefully considered adaptations to teaching ensure that pupils with special educational needs and/or disabilities (SEND) mostly achieve well from their starting points. Staff have high expectations for all pupils. Consequently, the work pupils produce is generally of a good quality. Leaders regularly check the achievement of all pupils, particularly those who are disadvantaged and those with SEND. This helps them identify pupils who may need additional support and ensures that they are well prepared for the next stage of education.

p.2

Attendance and behaviour Expected standard

Overall, pupils attend school well. This includes those with special educational needs and/or disabilities and disadvantaged pupils. Leaders have high expectations for attendance and work closely with families to provide additional help when needed. These measures are making a positive difference. Attendance for most pupils is now slightly above national and continues to rise. A small number of pupils remain persistently absent. Leaders use appropriate strategies to encourage them to attend school as consistently as possible.

p.2

Attendance and behaviour Expected standard

From the start of the early years, children become familiar with the school’s routines and learn the importance of making positive choices. Positive relationships between staff and pupils are evident throughout the school. Staff respond promptly and effectively to any incidents of bullying or unkind behaviour. As a result, pupils learn in a caring environment with very little disruption. Leaders work closely with external agencies to support those with the greatest behavioural needs. They have introduced effective approaches, including 'recognition boards' and bespoke starts to the day, for pupils who need additional support in the mornings. Across the school, pupils demonstrate positive attitudes to learning and engage enthusiastically in lessons. Playtimes are well organised, and pupils happily enjoy playing together.

p.2

Curriculum and teaching Expected standard

Leaders have ensured that all pupils access a broad, balanced and well-sequenced curriculum. Staff deliberately develop pupils' vocabulary from the start of the early years. As a result, pupils strengthen their spoken language. Leaders provide staff with the training and expertise needed to teach subjects effectively. This helps pupils to build key knowledge across the curriculum.

p.2

Curriculum and teaching Expected standard

Leaders regularly check on the quality of the curriculum and teaching. They have a secure understanding of the school's strengths and areas for development. Consequently, they know where approaches are the most effective, and make improvements where necessary. For example, they have improved the consistency of mathematics teaching. This has ensured that all pupils, including those with special educational needs and/or disabilities, can access the mathematics curriculum successfully. Reading is a priority across the school. Leaders have ensured that staff receive regular training so that phonics is taught effectively and pupils become confident readers.

p.2

Curriculum and teaching Expected standard

Leaders have revised the approach to teaching writing. However, handwriting and spelling are not taught as consistently as they could be. In addition, not all staff use assessment consistently to address errors. As a result, some pupils continue to make mistakes in letter formation and spelling. Leaders have responded appropriately and there are early signs of improvement.

p.3

Early years Expected standard

Children get off to a positive start in the early years. Leaders prioritise this area of the school and ensure that staff receive the training and expertise needed to generally teach all areas of the curriculum well. There is a carefully considered curriculum that enables all children, including those with special educational needs and/or disabilities (SEND), to access all areas of learning. Leaders have ensured that children benefit from high-quality indoor and outdoor environments. As a result, children are happy and feel safe.

p.3

Early years Expected standard

Clear routines are well established and understood by children. Staff ensure that children can engage with creative resources that help them develop both their independence and curiosity. Phonics is taught well and, as a result, children develop appropriate early reading skills. Leaders have ensured that language development is prioritised across the curriculum, helping children to build their vocabulary and communication skills alongside key foundational knowledge. However, some children still have gaps in their handwriting and spelling knowledge, although these are closing over time.

p.3

Early years Expected standard

Staff interact positively and skilfully with children. This helps children learn to take turns and listen carefully to one another. Children with SEND are well cared for. By the time they leave Reception, the majority of children are well prepared for Year 1.

p.3

Inclusion Expected standard

Leaders create an inclusive school, where pupils feel valued and supported. Staff know pupils and their families well. Leaders identify early any barriers to pupils' learning and put appropriate support in place. This work begins during children's transition into the early years. Pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those facing other challenges receive support that helps them to access learning successfully. Families value the support provided and feel listened to when discussing their children's needs.

p.3

Inclusion Expected standard

Staff adapt learning to help pupils succeed. Personalised resources, flexible routines and targeted support help pupils to participate in lessons. Leaders use additional funding appropriately to reduce barriers. Leaders check the impact of bespoke support and adapt provision where needed. They are continuing to refine how they measure the small-step achievements made by some pupils, including those with SEND. Inclusion is at the heart of the school’s culture. Leaders help pupils understand and celebrate difference through planned opportunities across the school. Pupils learn about diversity and recognise the achievements and strengths of others. When pupils' needs cannot be fully met in the school, leaders identify suitable alternative provision and carefully monitor attendance, welfare and learning.

p.3

Leadership and governance Expected standard

Leaders care deeply about all pupils and staff. They have fostered a culture in which everyone works together in pupils' best interests. Leaders and governors know the school and its community well. They understand its strengths and the areas that require further development. Reading is a clear priority and a strength of the school. Leaders have improved the consistency of mathematics teaching and, more recently, have begun to strengthen the teaching of writing. This work is starting to have a positive impact, although leaders recognise that further improvements are needed. Leaders have high expectations for pupils’ behaviour and attendance, including those with special educational needs and/or disabilities and disadvantaged pupils. As a result, attendance has continued to improve over time.

p.4

Leadership and governance Expected standard

Governors fulfil their statutory responsibilities effectively. They provide an appropriate balance of support and challenge, which ensures that leaders are held to account. Leaders and governors are committed to maintaining a strong focus on the wellbeing of both pupils and staff. Consequently, staff speak positively about the school's professional culture. Leaders are reflective and outward looking. They seek to learn from others and beyond their own setting to secure the best possible provision for pupils.

p.4

Leadership and governance Expected standard

Leaders provide staff with professional development that helps them to strengthen their expertise. This has contributed to improvements in teaching across the curriculum. Parents and carers speak positively about the school and the way leaders ensure that it plays an active role in the community it serves.

p.4

Personal development and wellbeing Expected standard

Leaders have established an ambitious programme for personal development and wellbeing. This has been carefully adapted to meet the needs of pupils with special educational needs and/or disabilities (SEND). The personal, social, health and economic curriculum ensures that most pupils develop their knowledge well. Relationships education is delivered sensitively in an age-appropriate way. Pupils talk with growing confidence about the fundamental British values and protected characteristics. For example, they understand the rule of law and have opportunities in school to practise democracy. As a result, they are generally well prepared for life in modern Britain.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a wide selection of experiences that develop their leadership skills. They have opportunities to become house captains, play leaders and health champions. Some also meet with pupils from other local schools to discuss ideas and issues. Leaders provide pupils with a variety of opportunities to learn about diversity, including different faiths and cultures. This helps them to understand and respect differences and contributes to the inclusive culture of the school. Pupils have access to a wide range of clubs, including singing, chess and learning German. Leaders provide all pupils with the opportunity to represent the school at sporting events. The creative arts are a priority and feature prominently across the curriculum. Leaders promote community involvement through a range of events, including the annual 'Apple Day', which is always well attended. Leaders continue to develop their understanding of the

p.4

Personal development and wellbeing Expected standard

impact that the school's wider personal development programme has on pupils' experiences and outcomes, particularly for disadvantaged pupils and pupils with SEND.

p.5

Personal development and wellbeing Expected standard

Pastoral support is a priority and is available to any pupil who needs it. Leaders ensure that pupils, including those with SEND and the most disadvantaged, can access a variety of support to help them manage their emotions and improve their wellbeing.

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