Hazel Slade Primary AcademyOfsted report card, 22 Sept 2026

Hazel Slade Primary Academy

Address: Cannock Wood Street, Hazel Slade, Cannock, Staffordshire, WS12 0PN Unique reference number (URN): 145684

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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

Attendance is a clear priority for leaders, and their work has had a sustained impact. Leaders analyse attendance information carefully to identify patterns and act quickly where pupils face barriers to regular attendance. They work closely with families and external agencies to provide timely support. As a result, overall attendance is just above the national average and continues to improve. Persistent absence has reduced considerably over time. Disadvantaged pupils attend well and benefit from leaders’ targeted actions.

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Attendance and behaviour Strong standard

Pupils behave very well, both in and out of lessons. Staff have high expectations, which pupils understand and respond well to. The behaviour policy is well embedded and applied fairly. Clear routines and trusting relationships between staff and pupils contribute to a calm and orderly environment. Pupils feel safe and supported. Leaders adapt provision for pupils who need additional help. For example, pupils can access the ‘calm corner’ when needed.

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Attendance and behaviour Strong standard

Older pupils are positive role models. For example, they support younger children in the playground in their role as playleaders. Pupils are polite and welcoming. They work and play together well in an atmosphere of mutual respect. Bullying is not tolerated, and pupils report that concerns are dealt with quickly and effectively.

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Early years Strong standard

Leaders establish clear routines and high expectations from the moment children enter school. Staff build positive relationships with parents and carers from the outset. For example, leaders hand-deliver welcome cards to families at home before children start school. Staff quickly get to know children’s interests and any barriers to learning. Targeted support, for example with vocabulary development and fine motor skills, ensures that children receive the help they need to succeed. As a result, children build knowledge and skills securely across all areas of the early years curriculum.

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Early years Strong standard

Early reading is prioritised. Children begin developing their awareness of sounds as soon as they join nursery. The school's phonics programme is delivered expertly, enabling children to learn to read swiftly. They use the sounds that they know to begin to write independently. Staff make effective use of both the indoor and outdoor environments. Thoughtful learning opportunities allow children to practise and apply the skills they have been taught with increasing independence.

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Early years Strong standard

Adults interact skilfully with children to extend their learning without interrupting their play. This enables children to develop independence and resilience. Staff encourage children to work and play together, manage their feelings and build positive relationships. By the end of the Reception year, children are very well prepared for the demands of Year 1.

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Leadership and governance Strong standard

Leaders have established a clear vision where pupils are at the heart of everything they do. Parents and carers are overwhelmingly positive about the school. They speak highly of the school’s caring, inclusive ethos and praise staff for being approachable, supportive and committed to pupils’ wellbeing and success.

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Leadership and governance Strong standard

Leaders understand the school’s strengths. They identify priorities for improvement accurately and their actions result in rapid improvement. The impact of their work shows in pupils’ improving outcomes in national assessments. Leaders have worked hard to develop an environment where children achieve well, flourish and feel they belong.

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Leadership and governance Strong standard

Staff professional learning is of a high quality, meaning all staff can develop expertise. Training is closely aligned to school improvement priorities, while also allowing staff to follow their own interests. Staff are well supported by leaders and value the consideration given to their workload and wellbeing. They express high levels of confidence in leaders and are proud to work at the school.

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Leadership and governance Strong standard

Strategic oversight from the trust enables the school to benefit from wider collaboration and networking experiences. Staff regularly benefit from opportunities to share good practice with other schools. Governance arrangements enable local representatives and trustees to work closely together, supported by effective communication and robust reporting systems. A culture of collaboration enables leaders at all levels to take responsibility for driving improvement.

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Leadership and governance Strong standard

Leaders and governors are effective and share a clear vision for the future. They are well placed to sustain improvement and further raise standards at this friendly community school.

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Personal development and wellbeing Strong standard

Leaders have ensured there is a well-sequenced personal development curriculum in place. This has been adapted effectively to meet pupils’ needs. For example, visitors from the Dogs Trust and The Guide Dogs for the Blind Association work with pupils following incidents involving dangerous dogs locally. Additional visits to the fire station have taken place after a series of recent wildfires. Pupils understand how to protect themselves online and in the community. They describe in detail how to stay physically and mentally healthy. The curriculum broadens pupils’ understanding of diversity beyond their immediate community. They learn about a range of different faiths and cultures. Pupils understand fundamental British values and can discuss key concepts such as democracy and the rule of law. They know the importance of treating everyone fairly and with respect. Leaders actively promote community cohesion through charitable work and community involvement. Older

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Personal development and wellbeing Strong standard

pupils reflect maturely on their experiences and identify improvements they have made, for example in their behaviour.

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Personal development and wellbeing Strong standard

Leaders have designed an extensive programme of enrichment opportunities. Visits and visitors broaden pupils’ horizons and help them to understand the wider world. For example, pupils sing in Lichfield Cathedral. From the start of Year 1, all pupils learn to play a musical instrument. They enjoy performing together as they move through the school, and they gain an external music qualification before they leave.

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Personal development and wellbeing Strong standard

Leaders know pupils’ needs well and provide targeted activities to support their wellbeing. These include forest school sessions, fishing trips and music therapy. These develop pupils’ confidence, resilience and social skills. Pupils value the wide range of clubs and leadership roles available to them. They are aspirational about their futures and enjoy developing

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Expected standard

responsibility through their roles on the eco-council and as school councillors. Pupils feel listened to, valued and included. They are very well prepared for life beyond school.

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Achievement Expected standard

Pupils at the school generally achieve well. Published outcomes show that, on average, over the last 3 years, pupils have achieved above the national average in Year 4 multiplication tables checks. Outcomes at the end of key stage 2 are in line with national averages and continue to improve. This means that most pupils acquire the essential knowledge they need for the next stage of their education.

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Achievement Expected standard

Leaders ensure pupils secure early foundations in reading, writing and mathematics. This supports them to access the wider curriculum with increasing confidence as they move through the school. Pupils with special educational needs and/or disabilities and disadvantaged pupils achieve well from their starting points. Staff provide support which helps them to become more independent. The gap between the achievement of disadvantaged pupils and their peers has narrowed considerably. This is as a result of leaders’ targeted spending of pupil premium funding.

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Curriculum and teaching Expected standard

Leaders have ensured a broad and balanced curriculum is in place. It is well structured and allows pupils’ knowledge to build sequentially over time. Staff make regular use of digital technology to support learning, particularly in English and maths. This promotes high levels of independent learning and enables pupils to act effectively on individual feedback. Leaders are mindful of screen time and ensure pupils also regularly access learning outdoors, for example in the forest school and the new outdoor classroom. Music provision is a strength of the school. In some foundation subjects, opportunities for pupils to revisit and apply important knowledge are not consistently well developed.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge and use a range of teaching strategies. Scaffolds, vocabulary teaching and modelling enable pupils to learn and make progress in all subjects. Pupils are provided with regular opportunities to revisit prior learning. Staff know pupils’ needs. However, teaching is not adapted consistently well to meet pupils' individual needs. At times, this means that some pupils do not learn as well they could. Effective questioning allows staff to assess pupils’ understanding and plan their next steps. As a result, in most subjects, pupils know more and remember more as they move through the curriculum.

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Curriculum and teaching Expected standard

Leaders make sure that pupils learn the important skills and knowledge they need, including handwriting, spelling and number facts. Phonics is taught effectively, meaning most pupils gain the skills they need to learn to read. Any pupils who need extra help are supported to catch up quickly.

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Inclusion Expected standard

The school’s welcoming and inclusive culture helps pupils feel a sense of belonging. Leaders identify pupils’ needs and any barriers they face quickly and accurately when they arrive at school. They use this information to put support in place for those who need it. For example, music therapy sessions and additional forest school provision improve pupils’ wellbeing and self-esteem.

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Inclusion Expected standard

Clear systems and processes help staff respond to pupils’ needs. Staff receive high-quality training and know pupils well. They typically make thoughtful adaptations to their teaching and the environment that enable pupils to access the full curriculum. Leaders work closely with parents and external specialists to ensure pupils receive the support they need. As a result, pupils’ barriers to learning and wellbeing reduce over time, and they make secure progress from their starting points.

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Inclusion Expected standard

The needs of pupils who are eligible for pupil premium funding are identified and addressed effectively through academic, wellbeing and extra-curricular provision. Progress is carefully tracked, and leaders encourage all pupils to participate in the full range of wider opportunities. There is a trained designated teacher in place to support pupils who are known or have previously been known to social care. Pupils’ social and emotional needs are well met, enabling them to flourish in their learning.

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

Pupils enjoy attending this happy and caring school. They are warmly greeted by staff every day and are eager to begin learning. Pupils feel safe and secure because they trust staff to support them. Attendance has improved and absence has noticeably reduced. The school values of 'Fun, Achieving together, Care and Talents' are embedded throughout school life.

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

Staff get to know pupils and their families very well. This means that any barriers they face are identified and addressed swiftly. The curriculum is broad and balanced. Digital technology allows every pupil to access the curriculum and receive individual feedback. Outdoor learning, including in the forest school, ignites pupils’ curiosity and wonder. As a result, pupils engage enthusiastically with their learning and make progress.

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

Pupils’ behaviour is excellent. They are polite and welcoming. They treat each other with kindness and respect. Bullying is rare and pupils are confident that staff will quickly resolve any difficulties they encounter. At breaktimes, older pupils lead activities and games in their role as playleaders. Pupils enjoy these and play well together.

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

Pupils in the early years get off to a flying start. Staff ensure they settle quickly into school routines. By the time pupils leave the school, their attainment is broadly in line with national averages. The gap between disadvantaged pupils and their peers has narrowed considerably over recent years.

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

Pupils benefit from a wide range of enrichment opportunities. They take part in educational and residential visits both locally and further afield. A variety of visitors broaden pupils’ horizons, and extra-curricular clubs enable pupils to develop their talents and interests.

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Lead inspector:

Claire Medhurst, His Majesty's Inspector

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Team inspectors:

Mark Bailie, Ofsted Inspector Heather Simpson, Ofsted Inspector

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Facts and figures used on inspection

Leadership roles and charitable work allow pupils to have a voice and effect change. They are very well prepared for their next stage in education.

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Next steps

Leaders should further strengthen the consistency with which teaching is adapted to meet pupils’ individual needs so that all pupils continue to make good progress over time. Leaders should ensure that teaching allows pupils to embed their knowledge in all the foundation subjects so that they know more and remember more over time.

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About this inspection

This school is part of St. Bart's Multi 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 (CEO), Lisa Sarikaya, and overseen by a board of trustees, chaired by Johnny Anderson.

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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 principal and vice principal during the inspection. They also spoke with representatives of the trust, including the CEO, the director of education and representatives of the trust board.

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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 uses no alternative provision.

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About this inspection

Principal: Katie Challinor 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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About this inspection

The inspector(s) used this data during the full inspection on 22 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.

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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

2024/25 (final) 59% 62% Close to average

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average

2023/24 (final) 57% 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) 81% 75% Close to average

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average

2023/24 (final) 70% 74% Close to average

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average

2022/23 (final) 67% 73% 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

2024/25 (final) 78% 72% Close to average

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average

2023/24 (final) 73% 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

2024/25 (final) 70% 74% Close to average

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average

2023/24 (final) 67% 73% Close to average

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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

2024/25 (final) 55% 47% Close to average

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average

2023/24 (final) 40% 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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national average

2023/24 (final) 60% 62% Close to average

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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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average

2023/24 (final) 70% 58% Close to average

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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

2024/25 (final) 55% 61% Close to average

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average

2023/24 (final) 60% 59% Close to average

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average

2022/23 (final) 57% 59% Close to average

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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

2024/25 (3 term) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 6.3% 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

2024/25 (3 term) 11.2% 13.0% Close to average

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national average

2023/24 (3 term) 13.0% 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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