|Name||Hatton Park Primary School|
|Ofsted Inspection Rating||Good|
|Address||Hatton’s Park, Cambridge, CB24 3DL|
|Religious Character||Does Not Apply|
|Number of Pupils||317 (51.4% boys 48.6% girls)|
|Number of Pupils per Teacher||21.1|
|Academy Sponsor||Cambridge Primary Education Trust|
|Percentage Free School Meals||2.8%|
|Percentage English is Not First Language||12.9%|
|Pupils with SEN Support||9.8%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
This is an average-sized primary school. It became a sponsor-led academy in December 2012 as part of the Cambridge Primary Education Trust. Nearly all pupils are White-British. The proportion of disabled pupils and those who have special educational needs who are supported through school action is below average. The proportion supported at school action plus or with a statement of special educational needs is also below average. The proportion of pupils known to be eligible for the pupil premium is below average. This is additional government funding given to the schoolfor specific groups of pupils including those known to be eligible for free school meals and children who are in the care of the local authority. In this school, most pupils in this group are in the first of these categories. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school has an executive headteacher (who works across the academy trust) and a head of school.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well and reach above average attainment by the end of Year 6 in English and mathematics. The good teaching helps pupils to learn quickly, without fear of failure, so that they constantly strive to improve. Pupils behave well and feel safe. They are friendly and polite and have good attitudes towards learning. They thoroughly enjoy school, especially the good number of clubs and visits that enrich learning. The school has made a strong start as an academy due to effective leadership and management. The executive headteacher and head of school have worked together well to improve the quality of teaching and pupils’ attainment and progress. Governors and academy trustees support the school well and have provided good challenge to help it improve. School improvement has been strongly supported by a very robust partnership between the schools in the academy trust. It is not yet an outstanding school because : There are a few occasions when the work given to more-able pupils is too easy. Although pupils write enthusiastically, they do not always spell accurately. The lack of consistency in the way spelling is taught is not helping pupils to improve skills quickly enough. Teachers do not always ensure that pupils understand the importance of accurate spelling, for instance through their marking, and this leads to repeated errors.