Ewyas Harold Primary School

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About Ewyas Harold Primary School

Name Ewyas Harold Primary School
Website http://www.ewyasharoldprimaryschool.co.uk
Ofsted Inspections
Executive Headteacher Mr Richard Foster
Address Ewyas Harold, Hereford, HR2 0EY
Phone Number 01981240432
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 108
Local Authority Herefordshire, County of
Highlights from Latest Inspection

What is it like to attend this school?

Children get off to a strong start when they join the school.

They settle in quickly because of the care and support they receive. Children quickly learn the classroom routines and the importance of sharing and taking turns.

Pupils are respectful and behave well.

They know and follow the school's behaviour policy. Carefully chosen routines and high expectations are established right from the early years. Pupils settle to work quickly and concentrate well in lessons.

Learning is not disrupted by inappropriate behaviour.

Pupils are happy and engaged at school. They enjoy learning and they like their teachers.

Pupils know they can talk... to an adult in school if they are worried about anything and that they will be listened to.

The school has thought carefully about how to ensure that all pupils achieve well and are successful. Pupils are now taught in single year group classes in the early years and key stage 1.

As a result, class sizes are small. Pupils benefit from the increased staff support that they receive. This ensures that they secure the early knowledge and skills they need.

This model is also applied to teaching mathematics in key stage 2. Consequently, pupils attain well across the school.

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

The school is committed to providing a high standard of education.

Recent changes have been made to improve the coherence and structure of the curriculum. English and mathematics are well designed so pupils build their knowledge and skills gradually. However, other subjects are at an earlier stage of development and have not been fully implemented.

Teachers check pupils' learning regularly in lessons. They ask questions and provide swift feedback. There are systems in place to assess pupils' attainment in English and mathematics.

However, the school has yet to establish an approach to checking how well pupils are achieving in other subjects. This means that teachers do not know where gaps in pupils' knowledge exist, or where further support is needed.

Staff are enthusiastic and have embraced the changes made to the curriculum.

Many have taken on subject leadership responsibilities. However, they have had little training and limited time to check and appraise their subject areas. It is therefore too early to evaluate how well changes to the curriculum are being implemented and its impact on pupils' learning.

A high priority is given to pupils' learning to read well. Staff ensure that every child in Reception class successfully learns their initial letters and sounds. Immediate support is provided the minute staff notice that a child has not grasped the phonics content taught.

This endorses the school's mantra of 'keep up not catch up'. The school is relentless in ensuring that all pupils read regularly in school and at home. Volunteers and parents support this process well.

Books are closely matched to pupils' abilities. The wide range of books available in school help promote a love of reading.

Systems are in place to identify pupils with special educational needs and/or disabilities (SEND).

However, sometimes these systems are implemented too slowly. Pupils' individual needs are not recognised early enough. This delays them receiving the tailored support they need.

The school commissions external support to oversee provision for pupils with SEND. However, this is limited. Specialist support is accessed for those with complex needs and appropriate referrals made where needed.

Pupils benefit from the resources provided by the school and the additional adult help they receive.

The early years curriculum is ambitious and provides a strong foundation for future learning. The learning environment is calm and purposeful.

Staff have high expectations for how children behave and the effort they make. Children develop independence because adults know when to guide them and when to let them have a go for themselves.

Pupils are respectful.

They have a good understanding about the importance of treating everyone equally. However, their knowledge and understanding of different faiths and other cultures are less well developed. The school offers some enrichment activities, but these are variable.

Last year, early years children had many extended learning opportunities, but older pupils had much fewer. The number of pupils attending school clubs has reduced this year as parents now have to pay for these.

Those responsible for governance have not held the school to account robustly enough.

This allowed some areas of the school's arrangements to go unchecked. With the support of the local authority, they have accessed external support to help the school improve. Staff say the school is considerate of their workload and supportive of their well-being.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum implementation and its assessment in the foundation subjects is at an early stage of development. It is too early to gauge how successfully pupils are learning the new content and how well they understand and remember it.

The school should review and evaluate how effectively the intended curriculum is being delivered and assess its impact on pupil achievement. Most subject leaders are new to their roles and are inexperienced. They do not yet have the expertise to evaluate the curriculum or identify where greater support is needed for staff and pupils in their subject.

The school should ensure that subject leaders have the skills needed to monitor their curriculum areas and make improvements where needed. ? Pupils with SEND are not always identified early enough when they join the school. This leads to a delay in providing the specific individual support needed.

The school should use all resources available to identify and manage the needs of pupils who have additional needs so that they achieve as well as they should. ? Pupils' cultural understanding and their knowledge of fundamental British values are limited. They are not well informed about religious beliefs and how other people live.

Some pupils also have limited opportunities to extend their skills and interests beyond the academic. This impacts on their personal development. The school should ensure that pupils are well prepared for life in modern Britain and there is an equal offer for all age groups to participate in enrichment activities.

• Those responsible for governance have not held the school to account well enough. This has resulted in some previous weaknesses, for example in the quality of education not being picked up quickly enough. Those responsible for governance should check that the information they receive is accurate in order to provide the effective support and challenge needed to improve the school.

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