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There is a warm welcome at classroom doors each morning as staff greet parents, carers and pupils as they arrive at school. Classrooms quicky become hives of activity and no time is wasted as pupils settle quickly to their work.
Pupils are polite, respectful and greet visitors with a smile. They are proud of their school. They told inspectors that they feel safe and well looked after.
Pupils said that bullying is extremely rare. They said that if it does happen, staff deal with it effectively.
Leaders have high expectations regarding pupils' learning and behaviour.
They are ambitious and ensure that pupils become happy, successful learners. They insp...ire pupils to work hard so that they achieve their very best.
Staff encourage pupils to live up to the school's values of responsibility, respect, aspiration and pride.
Pupils respond well to the high standards that are expected of them. They enjoy receiving tokens in recognition for their good behaviour and attitudes.
Prior to the COVID-19 pandemic, leaders had ensured that a range of after-school clubs were available for pupils to choose from.
Pupils are pleased that these clubs are starting up again. They are also looking forward to the residential visits later in the year.
What does the school do well and what does it need to do better?
Children get off to a good start in the early years.
Staff have high expectations and children do their best each day to live up to them. Children experience a broad curriculum. They enjoy the challenges that staff provide during lessons each day.
They are keen to show what they have learned. Well established routines help children to develop positive attitudes to learning. They listen attentively to adults and engage in purposeful conversations.
These good habits stay with them throughout their time at the school.
Leaders have prioritised the teaching of reading. Children experience a wide range of books from their very first days in the early years.
Leaders have ensured that there is a consistent approach to phonics teaching. Staff have been well trained and have good subject knowledge. They ensure that pupils practise their reading with books that match their stage of development.
Staff keep a close check on pupils' progress. If a pupil is struggling, they are given well-structured support to help them keep up with their classmates and become confident, competent readers. Many of the older pupils who met with inspectors read widely and often.
Over time, pupils have achieved well in reading, writing and mathematics at Hartford Primary. Leaders have worked effectively with staff to develop other subject areas.The new curriculum plans for most subjects identify what pupils need to learn and when they should learn it.
However, in a small number of subjects, leaders have not identified the knowledge that pupils need to acquire so that it builds on what they already know.
Leaders have developed effective systems to identify and support pupils who have special educational needs and/or disabilities (SEND). Staff make adaptations to lessons, where necessary, so that these pupils can access the same curriculum as their classmates.
Leaders also work with specialist services to ensure that pupils with SEND receive effective support.
The vast majority of pupils behave extremely well in lessons and during playtimes. They are highly respectful towards each other and the adults who teach them.
However, pupils told inspectors that some older boys can be disrespectful towards other pupils. This sometimes goes unchallenged by staff and can disrupt learning.
Pupils are taught how to keep themselves healthy both physically and mentally.
They learn the importance of respecting different cultures. Older pupils enjoy the additional responsibilities they are given, such as leading lunchtime sports activities.
Staff are proud to work at the school.
They feel well supported by leaders. Those who responded to the survey for staff said that leaders are mindful of their workload.
Governors possess a range of experience and expertise that equips them well for their role.
They know the school well. They ask questions of leaders to help them understand the school's strengths and the areas that require further work. This enables governors to hold leaders to account for their work and support the school's development.
The arrangements for safeguarding are effective.
There is a strong culture of safeguarding in this school. Leaders, including governors, ensure that the safety and well-being of pupils are given a high priority.
Safeguarding records are well maintained, and staff receive regular safeguarding training. They understand what to do if they believe that a pupil may be at risk from harm. They teach pupils how to keep themselves safe online and in the community.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, leaders have not provided enough guidance and support to help teachers to deliver curriculums effectively. This prevents pupils from learning as well as they could. Leaders should ensure that teachers benefit from training in each subject and clear guidance about what to teach and when.
• Some older boys do not always meet the expectations of the school's behaviour code. Their behaviour can cause upset and disrupt learning. Staff need to ensure that all pupils behave well in lessons and are respectful towards their classmates.
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