St Hardulph's Church of England Primary School

St Hardulph's Church of England Primary School

Address: Main Street, Breedon-on-the-Hill, Derby, Derbyshire, DE73 8AN Unique reference number (URN): 120119

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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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Attendance and behaviour Strong standard

Rates of attendance have been consistently high and above national averages for all groups over time. The recent intake of pupils from another local school has been quickly and smoothly integrated into the school’s expectations. Leaders and staff work robustly with pupils, families and external agencies to support the very small number of pupils who are persistently absent. This typically has a positive impact on their attendance.

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Attendance and behaviour Strong standard

Leaders have high expectations for all pupils to behave well. Policies are well understood and applied by staff. The school is a calm, happy environment. Pupils are very well mannered, treating each other and adults with friendly respect. The school’s established culture fosters positive attitudes to learning that enable pupils to flourish. Leaders have responded expertly to changes such as the significant intake of new pupils and the 'Butterflies' enhanced resource base. They have ensured that behaviour is not a barrier for those pupils. Pupils are self-motivated to behave well and are not reliant on adult presence. Older pupils readily act as role models for younger ones. Pupils understand and value the school’s routines and expectations, saying that ‘the rules are fair and we learn from our mistakes’. Well-considered interventions support pupils who have challenging behaviours.

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Leadership and governance Strong standard

Leaders are remarkably reflective and knowledgeable about the school, its context and pupils. There is a consistently strong track record of leaders responding quickly and assuredly to any identified areas for improvement. Strong systems and data analysis allow leaders to evaluate the school’s provision effectively and identify meaningful next steps that will have the greatest impact on pupils. Leaders’ actions typically result in positive outcomes, for example the significant improvements in current pupils' knowledge and skills in mathematics.

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Leadership and governance Strong standard

Leaders have skilfully managed the significant changes that have happened over recent years. They have readily risen to the opportunity of welcoming a sizeable cohort of pupils from another local school under difficult circumstances. Leaders responded quickly to the additional needs represented in that group. Similarly, leaders have embraced the challenge of establishing from scratch an enhanced resource base for pupils with complex needs. This provision is developing well and is quickly becoming an asset of the school.

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Leadership and governance Strong standard

Governors understand and fulfil their strategic role effectively. They meet their legal responsibilities such as safeguarding. Decisions, for example those related to finance, are made in the best interests of pupils. Governors provide support and challenge for leaders and are considerate of leaders’ and staff workload. Governors consistently engage in extensive opportunities for training and development. This enables them to be very well informed and effective in their role.

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Leadership and governance Strong standard

Parents and carers strongly endorse the school and its leadership. Staff are deeply committed to the school. They value the care shown for their workload and wellbeing.

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Expected standard

Leaders have established an ambitious programme of staff professional development. This gives opportunities for staff to become ‘experts’ in key aspects of school life.

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Achievement Expected standard

Pupils generally achieve well in national tests at the end of Year 6, particularly when compared to schools with a similar context as a small school. Pupils’ results in phonics and reading have been consistently positive over time. While the results in mathematics have been typically weaker, current pupils' achievement gives assurance that this is improving. Pupils with special educational need and/or disabilities make positive progress from their starting points. Historically, there have been too few disadvantaged pupils at the school to provide any meaningful data.

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Achievement Expected standard

Pupils develop appropriate knowledge and skills across the wider curriculum. They talk confidently and eloquently about their learning. For example, pupils use scientific vocabulary to explain the body’s circulatory and digestive systems, describing how the heart ‘pumps blood around the body to circulate oxygen’. Pupils are equally confident when explaining how historians use artefacts.

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Achievement Expected standard

On the whole, pupils achieve well and are well prepared for the next steps in their education.

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Curriculum and teaching Expected standard

The school provides a broad and balanced, well-sequenced curriculum across all subjects. Leaders focus on ensuring that pupils secure essential knowledge and skills in reading, writing and mathematics. Early reading is a well-established priority at the school.

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Curriculum and teaching Expected standard

Leaders regularly check the effectiveness of the curriculum and teaching. They accurately identify areas that need development and systematically plan relevant programmes of improvement. For example, the school’s focus on the teaching of mathematics has led to improvements in pupils’ knowledge and understanding. Many pupils say that they enjoy mathematics. The current focus on improving pupils’ writing and handwriting is already having a positive impact on their work.

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Curriculum and teaching Expected standard

The curriculum is taught well. Staff skilfully manage the mixed-age classes to ensure that pupils receive appropriate support and challenge. Well-designed activities capture pupils’ interests across a range of subjects. Staff use assessment well to check pupils’ understanding in lessons.

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Curriculum and teaching Expected standard

Staff adapt their teaching effectively for pupils with special educational needs and/or disabilities. Those pupils make pleasing progress from their starting points. Until this year, there were no pupils at the school who were eligible for the pupil premium funding. Leaders recognise that staff now need training in how to adapt their teaching in relation to those pupils’ specific barriers to learning.

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Early years Expected standard

Leaders recognise the importance of the early years in ensuring that children make a positive start to their schooling. There is a well-designed curriculum that reflects the school's context. Activities are provided across all of the areas of development, with a deliberate focus on early language, reading and phonics, early writing and mathematics. The curriculum is taught well. Staff understand the importance of high-quality adult-child interactions. Through their questioning and conversations, staff support children to develop their vocabulary and social skills. Staff closely check children’s progress to identify any gaps in their knowledge and skills. Staff then step in quickly to provide extra support.

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Early years Expected standard

Children settle smoothly into the school routines and have positive attitudes to learning. Leaders ensure that children’s wider personal development is prioritised.

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Early years Expected standard

By the end of the Reception year, children typically achieve a good level of development that is at least in line with the national average.

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Early years Expected standard

Recently, leaders have engaged with external advisers to refine and improve aspects of the provision. For example, the outdoor area has been reviewed and repurposed to cater for the Reception and Year 1 children who share the area. These well-considered improvements are beginning to have a positive impact on children’s learning and development.

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Inclusion Expected standard

Leaders have high expectations for all pupils. They systematically identify pupils’ needs in consultation with staff, pupils and parents and carers. Pupils who have recently joined the school receive support to settle quickly. All pupils who have barriers to their learning or wellbeing receive appropriate support. This enables them to access the curriculum and make progress from their starting points.

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Inclusion Expected standard

The new ‘Butterflies’ enhanced resource base for pupils with special educational needs and/or disabilities is proving to be a positive addition to the school. Leaders engage with a range of external agencies to ensure that the ‘Butterflies’ provision is well resourced and staffed and suitable for the pupils who attend. The curriculum for that base is developing year on year and is well considered. Leaders ensure that the ‘Butterflies’ pupils can increasingly access and enjoy the wider life of the school.

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Inclusion Expected standard

The number of pupils who are eligible to receive the pupil premium funding has increased significantly. Leaders ensure that they carefully consider pupils’ needs when deciding how to use that funding, so that it will have the greatest impact. Pupils who experience other barriers are well catered for. The school engages effectively with parents and appropriate agencies to ensure that actions are taken in pupils’ best interests.

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Personal development and wellbeing Expected standard

The school’s personal development programme is extensive. Leaders have made sure that all of the appropriate themes are covered, including relationships and sex education, online safety, bullying, and many other matters. The curriculum is taught from the early years onwards, at an age-appropriate level. Pupils can talk with confidence about how to stay safe online. They understand the importance of not sharing personal information. Leaders ensure that all pupils learn about healthy lifestyles and physical fitness. The very well-equipped and spacious outdoor areas promote pupils’ physical and mental health and wellbeing very well.

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Personal development and wellbeing Expected standard

Leaders and staff are mindful that, sometimes, pupils need pastoral support in times of difficulty. Leaders ensure that trained staff are available to provide this support when needed.

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Personal development and wellbeing Expected standard

Leaders have carefully considered the school’s context and community when shaping the curriculum. For example, they have fostered relationships with local employers to provide real-life context for planned activities.

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Personal development and wellbeing Expected standard

The personal development curriculum is enriched and enhanced by a wide range of additional opportunities. Extra-curricular activities are wide ranging and encourage interests in sport, music, coding, arts and crafts and cooking. Leaders ensure that all pupils can access the activities regardless of any potential barriers. Pupils have opportunities to experience educational visits to places such as the National Space Centre or Warwick Castle. Participation in the David Attenborough ‘Big 100’ has fostered pupils’ wider personal development by taking pride in their school environment. Pupils enjoy the chance to act as young leaders, for example by serving as ‘eco-warriors’.

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Personal development and wellbeing Expected standard

Through the curriculum and assemblies, pupils learn about the fundamental British values such as democracy. They are developing an awareness of cultural diversity. Pupils can struggle to explain with confidence their learning in these areas. Their understanding of the fundamental British values is not currently as detailed as it could be.

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

Pupils feel happy and safe at school. They typically say that they enjoy all of the lessons and activities the school provides. In lessons, pupils are enthusiastic learners. They behave well and co-operate with each other to complete tasks. Pupils especially enjoy learning in the school’s impressive outdoor areas. They make the most of outdoor activities such as creating a map of the school in geography, completing the ‘daily mile’ track or donning their wellies for the regular forest school sessions.

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

Pupils are positive role models for the school’s 9 key Christian values and qualities such as love, patience, kindness and goodness. They treat one another with care and respect. Older pupils support the younger ones. This fosters the school’s ethos of being a safe and secure environment for pupils to flourish.

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

Pupils understand the meaning of bullying. Although it rarely occurs, pupils say that staff quickly deal with any difficulties. In the case of any problems, pupils can speak to a trusted adult or post a note in the ‘worry boxes’ around school.

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

Pupils have recently welcomed new pupils into their community. Those pupils are settling quickly and well. Similarly, the addition of the ‘Butterflies’ enhanced resource base for pupils with special educational needs and/or disabilities (SEND) has enhanced the school’s offer. Pupils with SEND in any class, or those who experience barriers to learning, are fully included and valued at the school. They receive support from well-trained staff, so that they can access the full curriculum.

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

Regular educational visits and extra-curricular activities enhance pupils’ experiences at school and broaden their horizons effectively. Pupils learn about the importance of treating everyone equally. They learn how to understand and respect a range of faiths and cultures.

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

Pupils typically achieve well in national tests, especially in reading.

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Next steps

Leaders should ensure that teachers know best how to support disadvantaged pupils to overcome any barriers to their achievement. Leaders should ensure that the school’s personal development programme enables pupils to develop secure and detailed knowledge of fundamental British values and cultural diversity in modern Britain.

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About this inspection

The chair of the board of governors is Suzanne Uprichard.

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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 framework, all inspections are now led by His Majesty's Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, governors, a representative of the local authority, pupils, staff 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 is registered as having a religious character. It is in the Diocese of Leicester. The school's last section 48 inspection was 14 January 2025.

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About this inspection

The school incudes provision for 12 pupils with special educational needs and/or disabilities in the 'Butterflies' enhanced resource base, commissioned by the local authority.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone significant change since the last inspection The enhanced resource base opened in October 2025. All of the pupils who attend the base have an education, health and care plan. In August 2026, the school's number on roll increased from 58 to 71. This includes a group of pupils who were admitted following the closure of another school. The number of pupils eligible for the pupil premium grew significantly as a result of this increase in the number of pupils on roll.

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Lead inspector:

Christine Watkins, His Majesty's Inspector

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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 15 September 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. At the time of the inspection, there were 71 pupils on roll. This number is made up of 12 pupils in the enhanced resource base and 59 in the main school.

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What does this mean?

Headteacher: Kelly Ellis 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) 58% 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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average

2024/25 (final) 75% 75% Close to average

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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) 67% 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

‘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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Persistent absence

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

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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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