Hazelwood Academy

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Hazelwood Academy.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Hazelwood Academy.

To see all our data you need to click the blue button at the bottom of this page to view Hazelwood Academy on our interactive map.

About Hazelwood Academy

Name Hazelwood Academy
Website http://www.hazelwoodacademy.org
Ofsted Inspections
Headteacher Mrs Suzanne Lloyd
Address Stokesay Drive, Toothill, Swindon, SN5 8DR
Phone Number 01793497250
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 251
Local Authority Swindon
Highlights from Latest Inspection

What is it like to attend this school?

The school's aim is to equip pupils with the knowledge they need now and for the future. Pupils enjoy their learning. They talk with interest about what they have learned and how this helps them.

Pupils are resilient in their attitudes to learning. They know that sometimes learning can be tricky, but that it gets easier over time. They value the help and support that teachers give them.

Pupils are well-mannered and polite. They understand the expectations for behaviour. Pupils recognise how the school's 'Golden Bees' – 'be safe, be respectful and be ready' – help them to know how to behave.

Pupils recognise how the rewards and recognition they receive for pos...itive behaviour motivate them to do well and to try their best.

Pupils learn how to keep themselves safe in school, in the community and online. They learn about looking after their mental health.

Pupils appreciate opportunities to be calm and peaceful. Pupils know that there are adults in school to help them if they have a worry. As a result, pupils feel safe.

What does the school do well and what does it need to do better?

The school is highly ambitious for all pupils. Through the support of the trust, the school has developed the design of the curriculum. The curriculum design identifies what the school wants pupils to learn and remember in each subject.

The school has developed a range of strategies to check what pupils know and remember. In most subjects, this is used well to identify where there are any gaps in pupils' understanding. Teachers use this to inform next steps in pupils' learning.

As a result, pupils' knowledge and understanding build on what they have learned in previous lessons.

In some foundation subjects, the new curriculum has only recently been introduced. In these subjects, pupils have a less secure understanding of their previous learning.

Assessment is not yet effective in identifying what pupils know and can do. As a result, some pupils struggle to recall what they have learned previously.

Leaders describe reading as 'the gateway' to pupils' learning across the curriculum.

The most recent published outcomes for reading at the end of key stage 2 were lower than other subjects. However, the school has ensured that reading is a priority. It has introduced a new phonics scheme.

Children learn to read as soon as they start school. Pupils read books that match the sounds they know. However, there is some inconsistency in teaching in phonics.

Misconceptions are not always identified and addressed. This means that some pupils make the same errors and do not always get the help they need to read fluently and to develop their understanding of the phonics code.

The school has introduced a new reading curriculum.

This ensures that pupils have access to a wide variety of high-quality texts. Pupils enjoy reading. They talk enthusiastically about books they have read, and their favourite authors and genres.

In the early years, children enjoy learning songs and rhymes and listening to stories.

The school identifies pupils with special educational needs and/or disabilities in a timely way. This ensures that pupils receive the support that they need.

Teachers adapt learning to help all pupils to learn the intended curriculum. This includes providing additional resources or breaking down the learning into smaller steps when needed.

The school environment is calm.

Pupils behave sensibly in lessons. This starts in the early years, where children quickly learn the expectations and routines. Most parents are positive about the school.

They say that children feel safe and happy at the school and are well cared for. The school works closely with parents to ensure that pupils attend school regularly. As a result, attendance is improving.

The personal development curriculum helps pupils to learn how to become responsible citizens. They treat one another with respect. They understand the importance of equality and inclusion by treating everyone fairly.

Pupils extend their learning through trips and visits which provide memorable learning experiences. The 'Votes for Schools' programme provides pupils with opportunities for discussion and debate. This helps them to learn how to consider opinions that are different from their own.

The school is well supported by the trust. The trust understands the school's strengths and what it needs to improve. Staff are positive about the support they receive from the school.

They appreciate the training and development opportunities they receive.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In the wider curriculum, assessment is not used precisely enough to check what pupils know and can do.

As a result, in some foundation subjects, pupils do not build their knowledge as securely as they do in others. The trust should ensure that systems and processes are in place so that teachers check and identify how well pupils know and remember the intended curriculum over time. ? The phonics curriculum is not yet fully implemented effectively.

Some pupils' misconceptions are not identified and addressed. As a result, some pupils do not learn to read as well as they could. The trust needs to ensure that all staff teach phonics effectively so that all pupils learn to read fluently.

  Compare to
nearby schools