Hanbury’s Farm Community Primary School

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About Hanbury’s Farm Community Primary School

Name Hanbury’s Farm Community Primary School
Website http://www.hanburysfarm.staffs.sch.uk
Ofsted Inspections
Headteacher Mrs Nicola Gripton
Address Derwent, Off Field Farm Road, Tamworth, B77 2LD
Phone Number 01827214005
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 175
Local Authority Staffordshire
Highlights from Latest Inspection

What is it like to attend this school?

Hanbury's Farm Primary is a friendly and welcoming school.

All staff are determined to make sure pupils are 'growing and succeeding together'. There are caring and respectful relationships between pupils and adults. Pupils know that staff care about their mental health and well-being, as well as their learning.

Pupils trust the adults to deal with any worries or concerns. This makes them feel safe.

Leaders have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils work hard and typically achieve well. Pupils behave exceptionally well. They are polite to visitors and to each other.

...>Classrooms are calm places to learn, where pupils do not disrupt each other's learning. The playground is a lively, happy place, where pupils look after each other and have fun together.

Pupils can attend a range of clubs and have opportunities to go on trips, such as to museums to see artefacts from the periods of history they are studying.

They also enjoy residential visits. Pupils say that these experiences help them to become more confident. Parents and carers appreciate that they are fully involved in the life of the school.

They are able to attend workshops and events, so they can support their child's learning at home.

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

Leaders have put a well-structured curriculum in place. They have identified what they want pupils to learn.

The knowledge is broken down into logical steps. This means that teachers are clear about what they should teach and in which order. In the early years, leaders have carefully planned the curriculum around stories and themes, so that children's learning is linked.

This enables them to build their knowledge ready for Year 1. Parents recognise the improvements to the Nursery provision since it became part of the school.

Teachers present subject matter clearly.

They ensure that pupils have opportunities to recap and remember prior learning. This enables pupils to embed important knowledge in their memory. For example, pupils in Year 4 can order decimal numbers because they previously learned about decimal place value.

In computing, teachers are clear about what pupils need to do and why. As a result, Year 3 pupils are able to write a computer code independently. They use precise computing vocabulary confidently.

Leaders make effective use of assessment, particularly in mathematics and early reading, to identify any gaps in pupils' learning. There are a range of interventions in place that help pupils to catch up if needed.

Leaders identify pupils' needs accurately and ensure that effective support is in place for pupils with SEND.

Plans outline suitable strategies to support individuals. Staff use these documents, along with their knowledge from training, to effectively plan and teach their lessons. This helps pupils with SEND to learn the same ambitious curriculum as their peers.

Pupils with SEND say they feel supported and are happy at school.

Reading sits at the heart of the school's curriculum. Pupils enjoy books and experience a broad range of texts.

Teachers receive training which enables them to teach phonics with accuracy and precision. Pupils practise reading with books that match the sounds that they have learned. Teachers check pupils' reading regularly.

Those who fall behind get the support they need to catch up. Daily story time is engaging because teachers enthusiastically model expressive reading to pupils.

Pupils have positive attitudes to their learning.

This begins in early years where staff ensure that children learn to listen, follow routines and take turns. There are high expectations from staff in all areas of the school, including breakfast club and the dining hall. This creates a consistently respectful culture, where pupils play and work well together.

Pupils develop a strong sense of kindness towards others. They are welcoming to new pupils. Pupils are respectful of the differences of other people, and they say, 'this is a school for everyone'.

Leaders have taken action to improve levels of attendance. However, despite leaders' best efforts, attendance is lower than it should be for some pupils.

Leaders promote pupils' personal development through the curriculum and wider opportunities.

Pupils learn about topics such as first aid, healthy relationships and how to stay physically and mentally well. Pupils demonstrate the school values in their work for charities. They take part in activities such as local litter picking, where they understand how to be responsible, active citizens.

Pupils develop leadership skills, for example, as school councillors, librarians and anti-bullying ambassadors. The curriculum includes opportunities to learn about other cultures and world religions However, not all pupils are not able to talk confidently about what they have learned.

Leaders are ambitious to raise the aspirations of not only the children but also the local community.

They engage parents at an early stage, so that they work together to promote pupils' learning and well-being. Parents appreciate the excellent communication and are very positive about the school.

Leaders, including governors, have an accurate understanding of the school's strengths and areas to improve.

Staff are proud to work at the school. They appreciate leaders' actions to develop their skills and support their well-being.


The arrangements for safeguarding are effective.

Leaders have robust safeguarding systems in place. They provide staff with regular training. This means everyone knows the signs a pupil may display if they are at risk of harm.

All staff know what to do if they have a concern. Leaders liaise effectively with external agencies to secure help for pupils when needed.Pupils learn how to stay safe.

For example, they learn about road safety and water safety. Leaders have made sure pupils have a wide range of ways to report their concerns, including worry boxes in classrooms. The curriculum also helps pupils to understand the importance of staying safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' work to improve pupils' attendance has not secured high enough attendance rates for all pupils. Some pupils miss too much school and learning. Leaders should continue to develop their work with families and external agencies to address persistent absence.

• Leaders have not planned enough opportunities for pupils to engage with other cultures and faiths. Pupils do not have a secure understanding about the breadth of different cultures and faiths in modern Britain. Leaders should ensure that the curriculum contains opportunities for pupils to experience other cultures and faiths, so they have a deeper understanding of different cultures and world religions.

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