Hannah Ball Academy

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About Hannah Ball Academy

Name Hannah Ball Academy
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Mrs Lorraine Machingauta
Address Philip Road, High Wycombe, HP13 7JS
Phone Number 01494522476
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils Unknown
Local Authority Buckinghamshire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

This is a friendly and welcoming school.

Pupils enjoy being challenged to learn new things. They participate in a wide range of trips and workshops which link to what they learn in the classroom. However, not all pupils learn as much as they should.

Some pupils who struggle with reading are not helped to catch up effectively enough.

The school's values of kindness and respect are evident in the way children interact with each other and their teachers. For example, pupils walk calmly in corridors and hold open doors for each other.

Bullying is dealt with effectively by leaders, and pupils are helped to resolve their differences with the support of an ...adult.

Leaders and teachers help pupils to develop personally as well as academically. One parent summed up the school's approach: 'My children receive encouragement and support at all times.

They have become resilient, inquisitive, kind, well-rounded young people.'

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

Leaders have begun to make ambitious improvements to the quality of education pupils receive. They have decided what they want children to learn in each subject.

This work is further along in some areas, such as maths and science. In these subjects, pupils learn quickly because each lesson builds on what they have learned before. This is also evident in the early years, where children are getting off to a good start.

However, some of the focus on improving the curriculum is very recent. Leaders rightly recognise that there is still work to do to ensure that their plans are being delivered consistently.

The school has recently adopted a new approach to teaching reading.

This is being delivered effectively in the early years but is inconsistent in Years 1 to 6. As a result, pupils in these year groups who struggle to read are not being enabled to catch up quickly enough. Some of the adults supporting the weakest readers are not trained well enough.

This means that the additional support these pupils receive is less effective than it should be. Sometimes pupils are given books which are too difficult and do not enable them to practise the sounds they have learned in class. This lack of consistency is an additional barrier for pupils who speak English is an additional language and pupils with special educational needs and/or disabilities.

Leaders, teachers, pupils and parents all describe how the school's new behaviour policy has had a transformative effect on the way pupils behave. Pupils focus well in lessons when listening to their teacher or working independently. Leaders make sure that the routines children follow are applied consistently.

This helps pupils to behave well throughout the school. Pupils demonstrate good manners and are polite to each other. They learn about the importance of tolerance and respect.

This work begins in the early years. Children in reception learn as a result of adults modelling polite language and behaviour.

Leaders have made pupils' personal development a priority.

Pupils learn about how to stay safe in their local community as well as when online. They appreciate activities and workshops run by a wide range of visitors. There is a strong focus on how to look after their mental and physical health, and this begins in the early years.

Some pupils enjoy the opportunity to take on a leadership role, such as joining the school council. There are lots of opportunities for all pupils to contribute to decisions about the school. For example, pupils recently voted on what to name their school houses, and on how to improve the playground.

Pupils participate in a range of well-attended clubs, including karate, football, science and sewing.

Leaders have focused on improving the quality of teaching. Teachers benefit from regular opportunities to discuss what works best in the classroom.

They appreciate learning from each other. They know that leaders think about their well-being and workload when making decisions.

Leaders have introduced a large number of initiatives.

While many of these are proving effective, they have not made sure the most important areas are prioritised. Governors are knowledgeable about the school and take decisive action in response to information they receive. However, they do not always check that leaders' actions are having their desired impact.


The arrangements for safeguarding are effective.

Leaders have ensured that staff are trained in how to identify and report safeguarding concerns. As a result, issues are spotted and passed on promptly, following the school's system.

Leaders act quickly and effectively to keep children safe by using their knowledge of pupils and their families. Leaders work with external agencies, drawing on further support and expertise where required. Leaders' actions are effective in keeping children safe.

However, sometimes the way these actions are recorded is not detailed or clear enough.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that the teaching of phonics is consistently effective. Some teachers and support staff working with children who are struggling do not have the expertise they need to help them to catch up.

Sometimes the books pupils are given are not at the right level. Leaders must provide training to ensure that teaching and additional support are effective. This will help those pupils who are struggling to become fluent readers.

While leaders' actions to keep children safe are effective, they must make sure that the documentation to support them is detailed and robust. This will enable them to ensure that absolutely nothing is missed, particularly when children move schools. ? Leaders and governors have not brought about quick enough improvement in the quality of education at the school, particularly reading.

Many of the developments to the curriculum are very recent and some are not implemented consistently. Leaders must focus more precisely on the things that will make the greatest difference to pupils. Governors must assure themselves that leaders' actions in these areas are having their intended impact.

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