|Name||Hardwick Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 September 2011|
|Address||Ferriston, Banbury, Oxfordshire, OX16 1XE|
|Religious Character||Does not apply|
|Number of Pupils||205 (52% boys 48% girls)|
|Number of Pupils per Teacher||23.8|
|Academy Sponsor||Glf Schools|
|Percentage Free School Meals||12.2%|
|Percentage English is Not First Language||25.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about the school
Hardwick Primary School is a slightly below average sized primary school. The majority of pupils are of White British heritage, although the proportion of pupils from minority ethnic groups is larger than average. Recently there has been a significant increase in the number of pupils who speak English as an additional language and currently this is more than double that found nationally. The percentage of pupils with special educational needs and/or disabilities is also much higher than average. The proportion of pupils known to be eligible for free school meals is average. The governing body manages a children’s centre on the site, which has recently been the subject of a separate inspection. Children in the Early Years Foundation Stage are taught in one Reception class. At its previous inspection, in September 2010, the school was given a notice to improve. It received a monitoring inspection in May 2011 and was judged, at that time, to have made satisfactory progress. Recent building work to upgrade Key Stage 1 classrooms had only just been completed at the time of the inspection.
In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement. This school has been very successful in reversing a long history of underachievement. It is of great credit to staff, the governing body and the leadership of the school that since the school was given a notice to improve, outcomes for pupils have significantly improved because of effective developments in the quality of provision and leadership. As a result, this is now a good and improving school. Leaders at all levels have a very clear and accurate understanding of its strengths and where and how it needs to improve further. Recent improvements are secure and the school has a good capacity to sustain such improvements in the future. Parents and carers are positive about the school. One commented that ‘staff are all very dedicated and caring’ and inspectors support this view. Pupils’ achievement is good overall, which represents a considerable improvement since the last inspection. Pupils enter the school with skills and abilities significantly below that expected for their age, but make good progress in the Early Years Foundation Stage. As a result, they enter Key Stage 1 with skills on or below expected levels. Although pupils make good progress in Key Stage 1, relative to their starting points, attainment is still below average in reading, writing and mathematics. In Key Stage 2 progress last year was good in each year group and attainment was broadly average overall. Pupils with special educational needs and/or disabilities make good progress, relative to their starting points, as do those who speak English as an additional language. Pupils’ achievement has improved as a result of significant improvements in the quality of the curriculum and teaching and learning, especially in Key Stage 2. Rigorous assessment systems are helping to ensure that teaching is very well focused on the needs of pupils. Lessons are very well planned and have a brisk pace, ensuring that pupils make good progress. A lack of challenge, especially for the more able pupils, which was identified as a weakness in the last inspection, has almost been eradicated, although in a small minority of lessons their progress is slower. A redesigned curriculum of good quality has been introduced and this is having a very positive impact on pupils’ interest in, and enthusiasm for, learning. The development of pupils’ skills that will contribute to their future economic well-being is satisfactory overall but opportunities to develop their skills in information and communication technology (ICT) are not yet fully embedded. Pupils’ spiritual, moral, social and cultural development is good. The good quality of leadership and management at all levels is successfully driving the improvement in outcomes. The governing body is very well led and has a clear understanding of the school’s strengths and weaknesses. Under the determined leadership of the headteacher and deputy headteacher, staff have worked diligently to overcome past weaknesses, and any underperformance is rapidly identified and effectively addressed. The school has successfully met its challenging targets. Although pupils’ cultural development is good, the school recognises that it needs to do more to ensure that pupils have a better awareness of the multicultural nature of the United Kingdom.