Ncea Harry Hotspur Church of England Primary School

School

Address: Howling Lane, Alnwick, Northumberland, NE66 1DJ Unique reference number (URN): 149850

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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

Pupils achieve broadly in line with national averages and are well prepared for the next stage of their education. They develop secure knowledge and skills across the curriculum, building successfully on prior learning. Pupils’ books show that they learn the intended curriculum well and retain important knowledge over time. As they move through the school, they become increasingly confident in applying what they have learned across a range of subjects.

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Achievement Expected standard

Leaders have taken effective action to strengthen outcomes in phonics and the Year 4 multiplication tables check. Improvements to the teaching of early reading have enabled pupils to develop the phonics knowledge they need to become fluent readers. Regular practice and targeted support have also improved pupils’ recall of multiplication facts, resulting in stronger outcomes in the Year 4 multiplication tables check.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities make appropriate progress from their starting points because staff adapt learning effectively to meet their needs. Disadvantaged pupils achieve broadly in line with their peers. Overall, pupils leave the school with the knowledge, skills and confidence they need to succeed in the next stage of their education.

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Attendance and behaviour Expected standard

Leaders have a clear understanding of the barriers affecting individual pupils' attendance and take appropriate action to support improved attendance. They work closely with families, provide targeted support and engage with external agencies where appropriate to help pupils overcome barriers. Leaders monitor attendance closely and use individualised approaches to support pupils and their families. As a result, where pupils remain at the school and benefit from this support, attendance improves. Current attendance figures are below national averages; however, the very small cohort size means that individual pupils have a significant impact on overall percentages, and comparisons with national figures should be considered in this context.

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Attendance and behaviour Expected standard

Pupils behave well across the school. Leaders have established clear expectations and routines that help create a calm and purposeful environment. Most pupils understand and follow these expectations, enabling them to focus on their learning. Some pupils require additional support to manage their emotions and behaviour, and staff use their knowledge of pupils alongside targeted strategies to help them regulate successfully. Relationships between staff and pupils are positive and trusting. Bullying is rare, and pupils are confident that adults will listen to their concerns and respond appropriately.

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Curriculum and teaching Expected standard

Leaders have developed a broad and ambitious curriculum that provides pupils with the knowledge and skills they need across a range of subjects. The curriculum reflects the needs of pupils and includes a clear focus on foundational knowledge, including reading, phonics and mathematics. Teachers use assessment effectively to identify misconceptions and provide timely support, helping pupils to make progress.

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Curriculum and teaching Expected standard

Teaching is purposeful, with positive relationships and established routines supporting pupils’ engagement in learning. Staff know pupils well and make appropriate adaptations to ensure that pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, can access the curriculum successfully. Pupils benefit from regular opportunities to revisit important knowledge, although the impact of this is not fully consistent across all subjects.

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Curriculum and teaching Expected standard

Leaders have established curriculum plans, but further refinement is needed to ensure that progression in subject-specific knowledge is clearly sequenced, particularly within mixed- age classes. At times, opportunities are missed to ensure that pupils are consistently challenged to deepen their understanding and apply their knowledge.

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Early years Expected standard

Children in the early years benefit from caring staff and a well-planned curriculum. Leaders have strengthened the provision in the prime areas of learning, and this is beginning to have a positive impact on children’s development. Staff know children well and use assessment information to identify gaps and provide appropriate support.

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Early years Expected standard

Children form positive relationships with adults and learn the routines and expectations of the setting. Staff promote children’s personal, social and emotional development, helping them to become confident, independent learners. Adults model language effectively, introduce new vocabulary and encourage children to communicate their ideas. Leaders have placed a renewed focus on early writing, and children are beginning to develop stronger foundations in this area. Staff provide regular opportunities for children to practise mark making, letter formation and writing through purposeful activities and play. Phonics is taught securely, and children develop the early reading skills they need.

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Early years Expected standard

The learning environment supports children’s development across the 7 areas of learning. Staff adapt activities to ensure that children, including those with special educational needs and/or disabilities, can participate fully. Children are developing the knowledge, skills and independence they need for the next stage of their education.

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Inclusion Expected standard

Leaders have established an inclusive culture where pupils are understood as individuals and barriers to learning and wellbeing are identified and addressed effectively. Staff know pupils and their families well, working closely with parents and seeking specialist advice where appropriate. This enables support to be tailored to pupils’ needs, including those with special educational needs and/or disabilities (SEND), disadvantaged pupils and pupils requiring additional pastoral support.

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Inclusion Expected standard

Leaders identify additional needs promptly and make appropriate adaptations to help pupils access the curriculum successfully. Staff use a range of strategies, including targeted interventions, reasonable adjustments and personalised approaches, to support pupils’ academic progress, confidence and wellbeing. Pupils with SEND are well supported to participate fully in school life, and pupils facing wider barriers receive appropriate care and guidance.

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Inclusion Expected standard

Leaders use additional funding thoughtfully to reduce barriers and provide targeted support, including through interventions designed to develop key skills and support personal development. The school’s inclusive ethos ensures pupils feel valued and belong to the school community.

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Inclusion Expected standard

There is work to do to strengthen the evaluation of interventions and adaptive approaches further, so leaders can consistently demonstrate the impact of support and ensure that strategies remain closely matched to pupils’ changing needs.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and the areas that require further development. They use self-evaluation effectively to identify priorities and take timely action to improve pupils’ experiences and outcomes. Recent improvements to the teaching of phonics, early writing and multiplication demonstrate leaders’ commitment to securing stronger achievement for all pupils. Leaders maintain high expectations and ensure that decisions are made with pupils’ best interests at the centre.

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Leadership and governance Expected standard

The school benefits from support from the trust. Trust leaders work closely with school leaders to provide strategic direction, professional expertise and appropriate challenge. This collaborative approach has strengthened curriculum development, leadership capacity and the quality of education. Leaders also make effective use of external support where appropriate to help drive continuous improvement.

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Leadership and governance Expected standard

Staff value the professional development opportunities available to them. Training is carefully aligned to school priorities and helps staff develop the knowledge and skills needed to improve their practice. Staff appreciate that leaders are considerate of their workload and wellbeing, creating a positive culture in which staff feel supported and proud to work.

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Leadership and governance Expected standard

Subject and phase leaders are developing their leadership skills and are increasingly contributing to school improvement. They monitor their areas of responsibility and are beginning to evaluate the impact of their work more effectively.

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Leadership and governance Expected standard

Governors and trustees know the school well and fulfil their statutory responsibilities effectively. They receive regular reports from school, undertake monitoring activities and use this information to provide appropriate support and challenge. Governors maintain a clear focus on safeguarding, pupils’ achievement and the school's strategic priorities. They hold leaders to account while also supporting them in securing further improvements.

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Leadership and governance Expected standard

Many parents speak positively about the school and appreciate the care and support their children receive. Leaders have established constructive relationships with families and the wider community.

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Personal development and wellbeing Expected standard

The school’s personal development programme is a positive, supporting pupils’ wider development and preparing them for life beyond primary school. Leaders have created a culture where pupils learn the importance of respect, kindness, fairness and inclusion. Pupils understand that people are different and should be treated with dignity. They learn about diversity, relationships, and health and safety, including how to keep themselves safe online and in the wider community. Pupils develop an understanding of fundamental British values and can explain the importance of concepts such as democracy and fairness.

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Personal development and wellbeing Expected standard

Pastoral support is central to the school’s work. Leaders have established a nurturing environment where pupils feel safe, valued and well supported. Pupils know trusted adults who they can approach with concerns and feel confident that they will be listened to. Staff understand pupils’ individual needs and provide appropriate support to help pupils manage their emotions, develop resilience and maintain positive relationships. This contributes to a sense of belonging and wellbeing across the school.

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Personal development and wellbeing Expected standard

Pupils benefit from an increasingly broad range of opportunities beyond the classroom. Leaders have developed the personal development offer through a wider range of trips, visits, enrichment activities and experiences that enhance pupils’ understanding of the world around them. Educational visits, residential opportunities, music, environmental projects and community activities provide pupils with opportunities to develop confidence, independence and new interests. Leaders ensure that pupils, including those who may face additional barriers, are able to access these experiences.

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Personal development and wellbeing Expected standard

Pupils also develop leadership skills through opportunities such as sports leaders, house captains and eco leaders. These roles enable pupils to contribute to the life of the school, support others and develop a sense of responsibility.

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Personal development and wellbeing Expected standard

Overall, pupils benefit from a caring and inclusive personal development offer that reflects the school’s commitment to helping every pupil ‘achieve and grow together’. Leaders at all levels share this vision, ensuring that pupils receive the support, experiences and opportunities they need to become confident, respectful and well-rounded individuals.

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

Pupils are welcomed into a warm, inclusive and caring school community where they are known well as individuals. Staff take the time to understand pupils and their families, ensuring that pupils feel safe, valued and supported. The school is at the centre of the community, with clear pastoral provision helping pupils to overcome barriers and feel ready to learn. Pupils know there are trusted adults they can talk to if they have worries, and they report that bullying is rare and dealt with effectively when it does occur.

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

Pupils benefit from a calm and purposeful environment where clear expectations and well- established routines support learning. Most pupils follow these routines successfully, allowing lessons to run smoothly and helping pupils develop positive attitudes towards learning. Staff support pupils to build confidence, independence and self-regulation from the earliest years.

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

The school’s vision, ‘Achieve and grow together’, is reflected in pupils’ experiences. Leaders at all levels, including governors and trustees, share a commitment to providing pupils with the opportunities and support they need to flourish.

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

Pupils generally achieve well, with outcomes broadly in line with national measures in most areas. However, the very small size of cohorts means that comparisons with national data need to be considered carefully alongside the context of individual pupils and groups.

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

Pupils value the wider opportunities available to them. Leaders have continued to strengthen the personal development programme, providing pupils with an increasing range of trips, visits and enrichment experiences. Pupils also develop confidence and responsibility through leadership opportunities, including roles such as sports leaders, house captains and eco leaders. These experiences help pupils contribute positively to school life and develop the skills they need for the future.

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Next steps

Leaders should strengthen the strategic monitoring and evaluation of their work to support vulnerable pupils so that they are carefully planned, consistently implemented and their impact on pupils' progress is evaluated effectively to inform future provision. Leaders should strengthen curriculum planning across mixed-age classes so that the progression of disciplinary knowledge is clearly sequenced, enabling pupils to build securely on prior learning and consistently know more and remember more over time.

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About this inspection

This school is part of Northumberland Church of England Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Alan Hardie, and overseen by a board of trustees, chaired by John Brearley.

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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 headteacher, senior leaders and staff at the school. The lead inspector met with a group of members of the board of trustees, including the chair of the board and with the vice chair of governors.

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About this inspection

The inspectors confirmed the following information about the school:

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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. The school currently uses no alternative provision.

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What does this mean?

This school is registered as having a Church of England religious character. Its last section 48 Statutory Inspection of Anglican and Methodist Schools was on 22 November 2022.

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What does this mean?

Headteacher: John Macfarlane National average: 300

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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

2023/24 (final) 53% 61% 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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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

2023/24 (final) 71% 72% 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

2023/24 (final) 71% 73% Close to average

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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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average

2023/24 (final) 50% 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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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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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

2023/24 (3 term) 6.1% 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

2023/24 (3 term) 17.0% 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.

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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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