Hartsholme Academy


Name Hartsholme Academy
Website http://www.hartsholmeacademy.com
Inspections
Ofsted Inspections
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.
Address Carrington Drive, Lincoln, LN6 0DE
Phone Number 01522683705
Type Primary
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 434 (53.5% boys 46.5% girls)
Number of Pupils per Teacher 18.7
Academy Sponsor Harbour Learning Trust
Local Authority Lincolnshire
Percentage Free School Meals 33.9%
Percentage English is Not First Language 3.9%
Persistent Absence 13.4%
Pupils with SEN Support 11.5%%
Highlights from Latest Inspection
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.

Summary of key findings for parents and pupils

This is an inadequate school Leaders and those responsible for governance did not take effective action to reverse the significant decline in standards over the past two years. Over time, the Link Education Trust has not been effective in holding leaders to account for the school's underperformance.

Governance of the school has broken down. Leaders have not used effectively the additional funds made available to raise standards for disadvantaged pupils. Senior and subject leaders' checks on the quality of teaching are not rigorous and comprehensive enough.

As a result, underperforming teachers are not improving quickly enough. Teachers do not have consistently... good subject knowledge and so do not consistently question pupils effectively. Middle leaders are inexperienced in their roles.

Their work has limited impact on standards. Teachers do not consistently use assessment to ensure that learning tasks are well matched to pupils' abilities. Teachers' expectations of the standards of pupils' work are too low and there is a legacy of poor and significantly declining outcomes for pupils.

This applies equally to disadvantaged pupils and those pupils who have special educational needs (SEN) and/or disabilities. The curriculum that pupils receive does not prepare pupils well enough for secondary education. Pupils' attendance declined in 2017 to below the national average.

Rates of persistent absence also increased to almost double the national average and have continued to grow. The quality of teaching, learning and assessment in the early years is not consistently good. The school has the following strengths The new headteacher has quickly identified the strengths and weaknesses of the school.

He has established a clear plan for improvement. As a result of the pastoral support team's effective work, the proportion of pupils who are excluded from school has reduced significantly. Safeguarding is effective.

The school's work to protect and support vulnerable pupils is a strength. Relationships are strong. Pupils have confidence in staff to keep them safe.

The school is calm and orderly; pupils' behaviour is respectful of others.

Information about this school

Hartsholme Academy is larger than the average-sized primary school. Pupils are taught in single-aged classes.

Children in the Nursery attend part time. The vast majority of pupils are from a White British heritage. A very small proportion of pupils are from minority ethnic backgrounds or speak English as an additional language.

The proportion of disadvantaged pupils is slightly above the national average. The school converted to academy status on 1 January 2012, in a 'stand-alone' capacity. The school joined the New Dawn Trust on 1 October 2014.

The trust changed its name to the Link Education Trust from 1 September 2017. Discussions are currently underway to rebroker the school to another multi-academy trust. In December 2017, the chief executive officer left the Link Education Trust, as did all but three of the directors, including the chair and vice-chair.

There is no local governing body. A new chair and vice-chair were appointed in January 2018. There is an interim chief executive officer, who was appointed in March 2018 on a temporary basis from the Healing Multi-Academy Trust.

The school receives support from the Humber Teaching School. The current headteacher was appointed in September 2017. The school does not meet the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.