|Name||Harrowgate Hill Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||25 June 2019|
|Address||Thompson Street West, Darlington, County Durham, DL3 0HZ|
|Religious Character||Does not apply|
|Number of Pupils||615 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.5|
|Percentage Free School Meals||16.5%|
|Percentage English is Not First Language||2.8%|
|Pupils with SEN Support||18.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The proportion of disadvantaged pupils is broadly in line with the national average. Most pupils are White British. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils with SEND is below the national average for both SEND support and those who have an education, health and care plan. The school has a Nursery class and provides full-time and part-time places. The school offers a breakfast club and a range of clubs and activities after school. A new headteacher was appointed in September 2018. A new assistant headteacher was appointed in September 2018 to lead early years. New middle leaders were appointed in January 2019, to lead on English, mathematics and the curriculum.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the previous inspection, there has been significant turbulence in leadership and staffing. This resulted in inconsistencies in teaching and a decline in standards. Many middle leaders are new to leadership. They have made a strong start to their roles but are at early stages in their development. Sometimes, teachers do not make effective use of their assessments to plan lessons which tackle gaps in pupils’ knowledge or build sequentially on subject-specific skills. Pupils’ work is not challenging enough to enable them to reach the higher standards of learning. In key stage 1 and 2, pupils’ progress, although improving, is inconsistent across year groups and subjects. In mathematics, teaching does not sufficiently enable pupils to use practical resources or develop reasoning and problem-solving skills. Pupils’ learning in key stage 1 does not build progressively on their strong foundations in early years. This is due to lower expectations of what pupils can achieve. Teachers’ expectations of pupils’ handwriting and presentation are not consistently high. The school has the following strengths Since her appointment in September 2018, the headteacher has ensured improvements to the quality of teaching and outcomes for pupils. She has strengthened leadership at all levels. Governors bring a wealth of experience to their roles. They are not afraid to hold senior leaders to account. The leadership of special educational needs and/or disabilities (SEND) is strong. The school promotes pupils’ spiritual, moral, social and cultural development well. Children make a strong start to their education because leadership, teaching and provision in the early years are good. Pupils’ attendance has improved this academic year because of concerted efforts by leaders. Pupils enjoy coming to school. Pupils’ behaviour is good. Pupils are polite and respectful towards each other and adults. Pupils’ personal development and welfare is good. Pupils are extremely proud of their school.