Hartley Brook Primary School

Name Hartley Brook Primary School
Website http://www.hartleybrookacademy.org/
Ofsted Inspection Rating Good
Inspection Date 24 April 2019
Address Hartley Brook Road, Shiregreen, Sheffield, South Yorkshire, S5 0JF
Phone Number 01142456882
Type Academy
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 683 (52% boys 48% girls)
Number of Pupils per Teacher 22.4
Academy Sponsor Astrea Academy Trust
Local Authority Sheffield
Percentage Free School Meals 41.7%
Percentage English is Not First Language 14.1%
Persisitent Absence 15.9%
Pupils with SEN Support 22.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much larger than average-sized primary school. The school is part of the Astrea multi-academy trust. Responsibility for the school rests with trustees who delegate some powers to the governing body. The mission statement of the trust is ‘inspiring beyond measure’. The Astrea multi-academy trust website and scheme of delegation can be found at: https://astreaacademytrust.org/about-us/ The proportion of pupils who speak English as an additional language is above average. A larger than average number of pupils join the school at times other than the usual admission date. At the time of the inspection, over 50% of current pupils had joined the school after Reception or following long periods out of education. The proportion of pupils who are disadvantaged and receive support from the pupil premium is much higher than the national average. The proportion of pupils with SEND is much higher than the national average. Nearly all children enter Nursery or Reception Year with levels of development that are below those typical for their age. Children attend full- and part-time early years provision in the Nursery and Reception.

Summary of key findings for parents and pupils

This is a good school Pupils’ outcomes are improving. While still below the national average, pupils’ attainment is increasing across key stage 2. This represents strong learning when set against pupils’ low starting points. The quality of teaching, learning and assessment is improving. Teachers generally plan learning activities that are closely matched to pupils’ starting points. However, the most able pupils are capable of more than some teachers believe. The headteacher and most other leaders provide strong and effective leadership. They have an accurate understanding of the school’s strengths and weaknesses and have been successful in improving the quality of education pupils receive. Rates of attendance are improving. Leaders’ attendance strategies are wide ranging and have a positive effect on supporting most pupils and families. Nevertheless, rates of absence and persistent absence continue to be above the national average. Governors carry out their role diligently. They ask searching questions and demonstrate that they have high expectations. Notwithstanding this, governors would like more clarification regarding their roles and responsibilities. This is a truly inclusive school. The pastoral care for pupils is strong. Excellent relationships with external agencies and professionals ensure that pupils receive specialist support if needed. An increasing proportion of disadvantaged pupils reach standards expected for their age by the end of Years 2 and 6. However, gaps remain between disadvantaged pupils and other pupils nationally. Pupils’ reading and spelling are not as strong as they could be. The books pupils are asked to read in school, and at home, are sometimes too easy or too difficult. Teachers’ expectations of pupils’ spelling are inconsistent. Children in early years provision make good progress from very low starting points. Many children are well prepared for the next stage of their learning. However, children’s progress in early writing is not as strong as in reading and mathematics. Pupils with special educational needs and/or disabilities (SEND) make good progress. They are supported very well by the special educational needs coordinator (SENCo), other staff and a wide range of external agencies. The understanding of a small minority of staff relating to aspects of safeguarding is underdeveloped.