Schools & FE · Report card

Alderman Richard Hallam Primary School

Inspected 8 Sept 2026 · published 29 Sept 2026 · URN 120107

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Summary

No overall grade in this frameworkSafeguarding met

Donna Chambers (lead), Christine Watkins, CT Atwal, Mark Anderson, Martin Fitzwilliam, Sarah Sadler

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
8 Sept 2026
Inspectors verified
CT Atwal, Christine Watkins, Donna Chambers, Mark Anderson, Martin Fitzwilliam, Sarah Sadler
Postcode verified
LE4 0FQ
Name on report verified
Alderman Richard Hallam Primary School
Safeguarding verified
Met
URN verified
120107

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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.

+69Positivemore positive than 42% of reports of this type

In line with other reports of this type.

Praisehigh expectationsvery wellenjoyeffectivepositiveeffectivelywell sequencedhighly skilled

Criticismnot consistentlyconcernsgapsnot alwayspersistently absentnot effectiveabsencenot consistent

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1580w+69
Leadership163w+77
Safeguarding51w−11
What needs to improve50w+43

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: 1,841; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 13%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 6%Safeguarding 2%What needs to improve 2%About the inspection 38%

Full report text

Alderman Richard Hallam Primary School

Address: Avebury Avenue, Leicester, Leicestershire, LE4 0FQ Unique reference number (URN): 120107

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

Many pupils achieve well and are prepared appropriately for their next stage of education. Overall, pupils make notable progress from their starting points. At the end of key stage 2, pupils’ outcomes in national tests vary. They are not consistently in line with national averages. However, disadvantaged pupils achieve well. Their achievement is consistently in line with national averages.

p.2

Achievement Expected standard

Pupils achieve well in the phonics screening check. This is reflective of the provision in school, where most pupils develop fluency and accuracy in early reading. Pupils have the skills they need to access the wider curriculum effectively.

p.2

Achievement Expected standard

In some subjects, pupils recall prior learning with accuracy and talk confidently about what they have learned. For example, pupils in Year 5 talk about their learning in history. Pupils in Year 6 talk about the techniques developed in art. However, in some subjects, pupils cannot recall their learning. They have gaps in their knowledge, which hinders their achievement.

p.2

Attendance and behaviour Expected standard

Most pupils attend school well. Pupils and their families understand the importance of regular attendance at school. Attendance is above national averages. Leaders keep detailed records and act quickly when any pupil’s attendance dips. Effective processes are in place to secure good attendance. Staff call home on the first day of absence, have open and honest conversations about why pupils are not in school and plan support as appropriate. Some pupils are persistently absent from school. However, leaders work well with parents, carers and other agencies to support them. When this is the case, the positive impact is evident.

p.2

Attendance and behaviour Expected standard

Leaders establish an orderly and supportive environment in which many pupils behave well. Leaders have high expectations of all pupils to 'Be your Best'. In many classes, routines are well established and behaviour is positive. In these classes, pupils know what staff expect of them. As a result, pupils are attentive and keen to learn. However, this is not consistently the case. Bullying and any form of discrimination are not tolerated. Incidents are rare and leaders deal with them quickly and fairly. Leaders ensure that ‘The Calm Cabin’ provides pupils with the time to regulate their emotions and have time away from the busy playground, when they need it.

p.2

Curriculum and teaching Expected standard

Leaders demonstrate a comprehensive understanding of the quality of the curriculum and teaching across the school. Leaders identified the need to support pupils to develop their communication skills. Their focus on developing vocabulary and providing increased opportunities to talk is evident across the school.

p.2

Curriculum and teaching Expected standard

Leaders have reviewed and developed the curriculum. Learning is well sequenced and clearly indicates what pupils should learn. However, the curriculum, in some subjects, is not implemented consistently well. Leaders identify where provision is not as effective and provide appropriate support.

p.2

Curriculum and teaching Expected standard

Teachers have detailed subject knowledge. In some subjects, they make links with prior learning, which help pupils to embed their knowledge. This is particularly evident in mathematics and reading. In some subjects, teachers do not check what pupils already know. As a result, pupils do not learn as well. Teachers generally adapt learning opportunities well to meet the needs of pupils with special educational needs and/or disabilities, disadvantaged pupils and those who speak English as an additional language.

p.3

Curriculum and teaching Expected standard

In reading and mathematics, teachers check what pupils have learned. They identify gaps in learning and address these quickly and effectively. There have been some improvements to the teaching of writing. However, misconceptions in letter formation and grammar are not always addressed.

p.3

Early years Expected standard

Children in early years benefit from a coherent and well-planned curriculum and a purposeful provision. Leaders ensure that established routines and high expectations result in children settling quickly into school life. Children behave very well.

p.3

Early years Expected standard

Children learn in a friendly and inclusive environment. Staff build positive relationships with children and their parents and carers, which ensure that children feel secure and safe. Leaders and staff quickly and accurately identify children, who face barriers to their learning and wellbeing. Adults provide effective support for the children who need it.

p.3

Early years Expected standard

Leaders ensure that the curriculum is well taught in the Nursery and Reception Years. Staff make changes to the provision to reflect the needs of children, for example, when developing the outdoor provision. Early reading, writing and number skills are prioritised. Children develop their reading and writing through well-sequenced phonics sessions and choose to practise these skills during play-based activities. Some staff engage in high- quality interactions with children. This helps the children to develop their communication skills.

p.3

Early years Expected standard

Staff check learning carefully, so that they can support children to build knowledge and develop vocabulary. Children develop knowledge and skills across the 7 areas of learning. They make secure progress and are well prepared for Year 1.

p.3

Inclusion Expected standard

Leaders have high expectations of all pupils, including those with special educational needs and/or disabilities, pupils who are disadvantaged, those who speak English as an additional language and those who are known to social care. Leaders swiftly identify pupils’ needs, providing effective support. Leaders work effectively with parents, carers and external agencies to ensure that suitable support is in place. Staff know pupils well and are highly knowledgeable about their changing needs.

p.3

Inclusion Expected standard

Most staff are highly skilled in supporting pupils to learn in class alongside their peers. Teachers provide additional support to help pupils to catch up. Teachers receive effective training, including to help them understand the impact of trauma on pupils. They ensure that learning is at an appropriate level. Leaders meticulously check that the support provided is helping pupils to progress well. Some pupils benefit from learning in 'The Woodlands', where they learn in a smaller, supportive setting.

p.3

Inclusion Expected standard

Leaders promote an inclusive culture, where pupils feel valued and are able to take part in all aspects of school life. Leaders use additional funding, including the pupil premium, to ensure that pupils can access an array of enrichment activities, including residential trips. This enables all pupils to access rich experiences.

p.4

Leadership and governance Expected standard

Leaders know the school, the pupils and the community very well. They have clearly defined roles and responsibilities and work effectively together. Leaders carefully monitor the curriculum, the quality of teaching and pupils’ outcomes. They use this information to identify plans for professional development and to establish where additional support is needed for staff. They accurately identify the priorities for improvement based on their evaluations. They take timely and well-managed actions to ensure progress. Leaders make decisions that are in pupils’ best interests.

p.4

Leadership and governance Expected standard

Those responsible for governance support and challenge school leaders. They are fully aware of the impact of the school’s work, including the way that leaders meet the needs of pupils who are disadvantaged, those who speak English as an additional language and those with special educational needs and/or disabilities.

p.4

Leadership and governance Expected standard

Leaders work with other schools across the local authority. They share examples of effective practice, for example, in securing positive attendance. The headteacher provides support for others when mentoring new headteachers.

p.4