Haylands Primary School

Name Haylands Primary School
Website http://www.haylands.iow.sch.uk
Ofsted Inspection Rating Good
Address Bettesworth Road, Ryde, PO33 3HA
Phone Number 01983563372
Type Primary
Age Range 5-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 385 (49.4% boys 50.6% girls)
Number of Pupils per Teacher 22.8
Local Authority Isle of Wight
Percentage Free School Meals 21.8%
Percentage English is Not First Language 4.7%
Persistent Absence 10.3%
Pupils with SEN Support 14.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (17 January 2018)
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Information about this school

This school is larger than the average-sized primary school. The school meets the current government floor standards. The proportion of pupils who are supported by the pupil premium is higher than the national average. The proportion of pupils who have SEN and/or disabilities is higher than the national average.

Summary of key findings for parents and pupils

This is a good school Since his appointment in January 2015, the headteacher has recruited and developed a stable and dynamic leadership team. Together, they have rapidly improved standards in the school. Leaders and governors accurately evaluate the strengths and weaknesses of the school. Governors are inquisitive and ask probing questions to gain a greater understanding of leaders’ work and hold them to account for their actions. Pupils, including those who have special educational needs (SEN) and/or disabilities, make strong progress because leaders understand their needs. The care and support for these pupils in class are strengths. The attendance of pupils, while improving, remains below the national average. Leaders’ considerable efforts to reduce absence are not yet backed by improved support from all parents and carers. The behaviour of pupils is good. Pupils are respectful and courteous both in and outside of lessons. Pupils feel safe and trust the adults in school to look after them. Teachers and teaching assistants understand the needs of their pupils. They plan work that closely matches pupils’ needs and respond rapidly to support pupils who fall behind. Staff at all levels have a clear understanding of the potential risks to pupils. As a result, pupils in danger of harm are identified and supported swiftly. Support for disadvantaged pupils is strong and, increasingly, these pupils make good progress. The most able and most able disadvantaged pupils do not always receive the support they need to attain at a high level. Pupils achieve well in reading because they quickly gain secure phonics skills. Systems to support pupils to develop their reading are highly effective. Pupils write well, particularly in English lessons. Despite this, standards of writing in other subjects are not as high.