|Name||Harthill Primary School|
|Ofsted Inspection Rating||Good
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.
|Inspection Date||11 November 2014|
|Address||Union Street, Harthill, Sheffield, South Yorkshire, S26 7YH|
|Religious Character||Does not apply|
|Number of Pupils||173 (56% boys 44% girls)|
|Number of Pupils per Teacher||21.6|
|Academy Sponsor||James Montgomery Academy Trust|
|Percentage Free School Meals||14.5%|
|Percentage English is Not First Language||1.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. Almost all pupils are from White British backgrounds and speak English as their first language. The proportion of disadvantaged pupils known to be eligible for the pupil premium (funding for pupils known to be eligible for free school meals and children looked after by the local authority) is well below average but is rising. The proportion of disabled pupils and those with special educational needs is above average. Over the past three years, the headteacher (a Local Leader of Education) has worked with two local schools (Whiston and Anston Park Junior Schools) to provide interim leadership in a drive to raise standards and facilitate school improvement. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school works closely with Harthill Pre-school for children aged two to five. This provision is based on the same site, but is run independently of Harthill Primary School. In 2013, the school experienced a number of unforeseen staffing issues. A significant number of experienced staff either left the school or took long-term leave for personal reasons. The school holds the Gold Standard International Award, the Rotherham Global Award and the Rotherham Charter Gold status for Parents as Partners for its commitment to inclusion and partnership working.
Summary of key findings for parents and pupils
This is a good school. From slightly below typical starting points, children’s learning gets off to a good start in the early years. They enjoy a varied and interesting range of activities that helps them to develop an enthusiasm for learning and are well prepared for Year 1. Between Years 1 and 6, pupils make good progress. By the end of Year 6, standards in mathematics and reading are above average; standards in writing are average. Staff know pupils well. They create imaginative and enjoyable learning experiences for pupils. They usually have high expectations of what pupils can achieve. As a result, pupils learn well. Overall, disadvantaged pupils achieve well. By the end of Year 6, there is very little difference in the overall attainment of these pupils compared to that of non-disadvantaged pupils in the school. Previous gaps in attainment, particularly in writing, have closed. Pupils’ behaviour is good. They enjoy coming to school and are keen to learn. They say they feel very safe and are well looked after by adults. Pupils’ attendance is above average. School leaders and governors have an accurate view of how well the school is performing. They have worked well together to improve the quality of teaching and to raise pupils’ achievement since the previous inspection. Pupils’ spiritual, moral, social and cultural development is good. Pupils are keen to talk about the wide range of out-of-school activities in which they are involved and how this helps them to learn about ‘the real world’. It is not yet an outstanding school because : Achievement in writing is not as good as it is in reading and mathematics. By Year 6, fewer pupils reach the higher levels of attainment in writing. In Key Stage 1, disadvantaged pupils do not make the rapid progress needed to close the gap between their attainment and that of others in the school. Teachers do not always plan and provide work that is hard enough to enable pupils to make the best possible progress, particularly the most able pupils and in writing. The progress of disabled pupils and those with special educational needs, although good overall, is uneven across the year groups.