|Name||Hatchell Wood Primary Academy|
|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||08 October 2014|
|Address||Plumpton Park Road, Bessacarr, Doncaster, South Yorkshire, DN4 6SL|
|Religious Character||Does not apply|
|Number of Pupils||415 (53% boys 47% girls)|
|Number of Pupils per Teacher||22.7|
|Academy Sponsor||The Rose Learning Trust|
|Percentage Free School Meals||15.8%|
|Percentage English is Not First Language||4.6%|
|Pupils with SEN Support||8.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The number on roll has increased since the previous inspection. The proportion of disabled pupils and those who have special educational needs is above the average for pupils at school action. It is below average for those at school action plus or with a statement of special educational needs. The proportion of disadvantaged pupils, that is those pupils who receive support through the pupil-premium funding, is about one in three pupils and above the national average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those who are looked after by the local authority.) The proportion of disadvantaged pupils has increased since the previous inspection. The majority of pupils are White British. The proportion of pupils of minority ethnic backgrounds is about average. The proportion of pupils who speak English is an additional language is also similar to average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. There is a pre-school and an after-school club on the school site. The pre-school provision is independently managed and is subject to its own inspection report. The school also runs its own breakfast club. Approximately one third of teachers, including some new to the profession, have started at the school since the previous inspection. A new deputy headteacher took up his post in the school in September 2014.
Summary of key findings for parents and pupils
This is a good school. The persistent drive and ambition of the headteacher is fully supported by an effective senior leadership team and purposeful governing body. As a result, pupils’ progress is accelerating and the quality of teaching is improving strongly since the previous inspection. Pupils of all abilities, including disadvantaged pupils, make good progress in reading, writing, mathematics and many other subjects. They leave Year 6 with above average standards. Children make a good start to their learning in the early years. They are inquisitive, keen to learn and well prepared for Year 1. The quality of teaching is good. Teachers have high expectations. They plan lessons effectively and teaching assistants are deployed well to boost pupils’ learning. Pupils are well behaved. They are thoughtful and considerate towards others. They feel well cared for and have a good understanding of how to keep themselves safe in different situations. The pupils’ spiritual, moral, social and cultural development is promoted well through a rich and engaging curriculum. Pupils successfully participate in a wide range of sporting events and team activities with other schools. It is not yet an outstanding school because : The quality of teaching is not yet outstanding. Sometimes, learning resources restrict opportunities for pupils to be as productive as they could be and to deepen their learning. Pupils occasionally spend too much time on skills they have already acquired, before tackling more challenging work. Marking and feedback do not always provide precise enough guidance for pupils to improve their work in a timely fashion.