Hawthorn Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a school that requires improvement Over time, leaders have not ensured that the quality of teaching is good throughout key stages 1 and 2. Consequently, pupils do not make good progress in writing, mathematics and a range of subjects.

Leaders, including subject leaders, do not check pupils' work thoroughly. They do not check how well new initiatives are working. As a result, pupils do not make good progress.

Teachers do not assess pupils' work accurately and they do not challenge pupils well enough to make good progress. Teachers do not adjust the pace of learning to make sure pupils progress well. Teachers' expectations are not consistently high enoug...h to ensure good progress.

Questioning is not used skilfully and does not deepen pupils' knowledge, skills and understanding. Teachers do not manage the work of their assistants consistently well. Leaders have not ensured that the curriculum provides good opportunities for pupils to write at length and apply their mathematical skills in a wide range of subjects.

Plans for improvement do not focus well on how leaders' actions will improve the quality of teaching and pupils' progress. Over time, governors have not been effective in holding leaders to account for their work. Consequently, the overall effectiveness of the school is not good and therefore requires improvement.

The school has the following strengths Children make good progress in the early years because of good teaching and leadership. Pupils' conduct is good. They have positive attitudes to learning.

They have a good knowledge of how to be healthy and stay safe. Pupils' spiritual, moral, social and cultural understanding is developing well. The teaching of reading and phonics is good.

Pupils have a good understanding of what they are reading. The physical education and sport funding is spent very effectively. Pupils enjoy sport and are very active.

Information about this school

The school is an average-sized primary school. It has increased in size since the previous inspection. The proportion of disadvantaged pupils supported through the pupil premium is well above average.

Four out of 10 pupils here are from disadvantaged backgrounds. Most pupils are White British. Few pupils speak English as an additional language.

The proportion of pupils who have support for SEN and/or disabilities is average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is average. The proportion of pupils joining or leaving the school at other than the usual times is well above average.

Children start early years with part-time provision at two years of age. Children from three years of age have part-time education in the school's Nursery. In Reception, children receive full-time education.

Since the previous inspection, there has been significant change to the structure of leadership within the school. The headteacher has established key stage leaders and an assessment leader to form the senior leadership team. The school meets the government's current floor standards, which are the minimum expectations for attainment and progress in reading, writing and mathematics by the end of Year 6.