Hitherfield Primary School and Children's Centre

Ofsted Summary

Ofsted Report Summary

Teachers have high expectations of pupils and provide interesting activities that engage and motivate them. Positive relationships contribute to a very stimulating atmosphere for learning across the school. Pupils enjoy learning through fun and challenging activities. Teachers make effective connections in lessons between different subjects.   

Ofsted, May 2013.

The school was last inspected on 1st May 2013. Below you can read some of the inspectors findings or you can follow the link to the full report.

This is a good school:

  • School leaders have improved the school outstandingly well since the previous inspection. Pupils now make good progress in their learning, and attainment has risen year on year.
  •  Pupils achieve well because teaching has improved and is good. Some teaching is of high quality. Pupils enjoy their lessons and are keen to learn.
  • Teachers are careful to set work at exactly the right level to match pupils’ abilities. Specialist extra staff make a good contribution to the learning of pupils with particular needs.
  • Very strong action by leaders, including the governing body, has set high expectations about the quality of teaching and pupils’ progress.
  • All teachers, additional staff, pupils and parents are involved in the drive for improvement.
  • Pupils’ behaviour around the school and in lessons is good. They are polite, well mannered and friendly. They attend school regularly. They and their parents say they are happy, feel safe and well looked after at school.
  • Leaders and managers at all levels are united in improving their professional skills so that the school can go from strength to strength.
  • The governing body works very closely with the school leaders. It ensures resources are deployed effectively to secure maximum benefits for all pupils and to improve the quality of teaching.
  • Together with leaders, governors have made sure the school’s work continues to improve during extensive building work and while the school grows in size.

It is not yet an outstanding school because:

  • Although teachers’ helpful guidance and feedback on pupils’ work often make clear how pupils can improve further, they do not always plan time for pupils to reflect and act on their comments and suggestions in order to make the necessary improvements.
  • At times, pupils’ progress in developing fluent and neat handwriting slows because opportunities for them to practise their handwriting skills are not as consistently well planned as other aspects of the school’s work.

Full Report

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