Camps Hill Primary School

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About Camps Hill Primary School


Name Camps Hill Primary School
Inspections
Ofsted Inspections
Headteacher Mrs Emma Flawn
Address Chells Way, Stevenage, SG2 0LT
Phone Number 01438233800
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 498
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils study a broad range of subjects.

They are enthusiastic about their learning and shared with us how much they enjoyed specific subjects, such as religious education. Pupils can attend a large range of extra-curricular clubs. These include cheerleading, 'forest club' and ballet.

These clubs help pupils to broaden their horizons. The school seeks to prepare every pupil for life in modern Britain. Parents and carers recognise and appreciate this.

Pupils show care and respect for each other. They feel safe. Pupils say that bullying is rare.

Parents agree with this.

Learning is not interrupted by poor behaviour. The school is orderly and pu...pils work well with each other during lessons.

Playtimes and lunchtimes are well supervised, with a range of stimulating and interesting activities available to pupils. The breakfast club provides pupils with a good start to the day.

While pupils enjoy their lessons, some adults' low expectations mean that some pupils do not achieve their best.

When pupils fall behind, they are not given the support they need to catch up quickly.

What does the school do well and what does it need to do better?

Leaders have reviewed their curriculum. Some aspects are better developed than others.

The teaching of reading is too varied across the school. Leaders are not clear about what pupils need to know in order to read more fluently once they have progressed into Year 1.

Pupils who have not understood their phonics by the end of Years 1 and 2 do not catch up quickly.

Pupils do not get enough opportunities to practise their reading with adults. The books that pupils read are too difficult for them. Very few pupils have developed a knowledge of a wide range of stories, books and authors.

This means that pupils are not always excited by, and interested in, reading.

The support for pupils with special educational needs and/or disabilities (SEND) is too variable. Some pupils who need extra support for their SEND do not always receive it.

Teachers' expectations of what these pupils can achieve are too low. This is especially true for pupils with social and emotional needs. However, pupils with education, health and care (EHC) plans are better supported.

They grow in confidence. The curriculum for these pupils is well designed and precise for their needs.

Children get off to a good start in the early years.

Adults have high expectations of them. Adults plan for children to develop key skills as soon as possible.Children listen attentively to their teachers.

Children are taught mathematics and phonics well. They learn to count and form letters correctly. By the time they leave the early years, children are ready to start Year 1.

Some areas of the curriculum are planned and taught well and this ensures that pupils build on the knowledge they have learned before. For example, teachers have received effective training to develop their subject knowledge in science. Teachers use this knowledge to plan activities that excite and interest pupils.

Pupils remember what they have been taught. They enjoy their lessons and achieve well.

In other subjects, leaders have not been urgent enough in developing important aspects of the curriculum.

For example, there are too few opportunities for pupils to apply their mathematics learning. Pupils do not have enough chances to practise problem-solving. Therefore, they do not achieve as well as they should.

Leaders provide a good range of activities and opportunities for pupils' personal development. There are opportunities for pupils to practise their leadership skills, from being house captains to eco councillors. There is also the chance for pupils to take part in annual elections to the 'Children's Leadership Team'.

Safeguarding

The arrangements for safeguarding are effective.

Leaders work together to ensure that the required employment checks are made on each employee.

Leaders ensure that staff are well trained and report their concerns about any pupil to the correct person.

Staff know the local area and what the key risks for pupils are.

Adults know pupils and their families well. Staff work effectively with other agencies when there are concerns.

Records show that leaders act quickly when issues arise.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Leaders have not planned the curriculum so that it builds on what pupils know and can do. Teachers are not quick to spot, and help, pupils who struggle in their learning.

Leaders must ensure that the curriculum is planned and delivered well so that, if pupils start to struggle, they receive the right support in a timely way. . Leaders have not prioritised reading across the curriculum.

Teachers do not ensure that pupils make the progress of which they are capable in reading.Leaders must plan the curriculum so that teachers can prioritise reading across all year groups and teach it well. .

Leaders have not planned the curriculum well enough so that pupils can apply their knowledge to solve real-life problems in mathematics. This means that pupils miss out on important aspects of their learning. Leaders must ensure that the curriculum includes regular opportunities for pupils to apply their learning so that pupils achieve well.


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