Hinchley Wood Primary School


Name Hinchley Wood Primary School
Website http://www.hinchley-wood-primary.surrey.sch.uk/
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.
Address Claygate Lane, Hinchley Wood, Esher, KT10 0AQ
Phone Number 02083981310
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 626 (51.3% boys 48.7% girls)
Number of Pupils per Teacher 23.5
Academy Sponsor Hinchley Wood Learning Partnership
Local Authority Surrey
Percentage Free School Meals 5.4%
Percentage English is Not First Language 3.4%
Persistent Absence 3.5%
Pupils with SEN Support 9.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (30 April 2012)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
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.

Information about the school

Most pupils come to this larger than average-sized primary school from the local community. The proportion of pupils known to be eligible for free school meals is low. The proportion of disabled pupils and those with special educational needs who are supported at school action plus or who have a statement of special educational needs is below average. Children in the Early Years Foundation Stage are taught in three Reception classes, rather than two as in previous years, because the school is admitting more pupils. Several staff joined the school in this academic year and some middle managers are very new to their roles. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school has a number of awards. These include a Working in Partnership with Parents award and the Values-Led Education Quality Mark.

Key findings

This is a good school. Members of staff ensure that pupils flourish both socially and academically. Pupils are taught well and make good progress. They enjoy school and their behaviour is good. The school is not yet outstanding because : the monitoring of teaching by middle managers and curriculum planning are not totally successful in responding fully to pupils’ interests. Pupils’ achievement is good. Children make good progress in the Early Years Foundation Stage. Teaching builds well on this good start in the rest of the school. Pupils improve their literacy and numeracy skills quickly and attainment is consistently above average by the end of Year 6. Teachers use assessment information carefully to ensure that work builds on pupils’ different starting points and, in lessons, there is a good pace to learning. They provide good challenge in lessons for pupils of differing abilities, but the school does not always offer enough additional support outside lessons to those identified as being gifted and talented. Pupils behave well and feel safe in school. Their positive attitudes contribute greatly to their good learning. They are polite and courteous and keenly take responsibility outside the classroom. They are kept safe and know that there is always someone to help them if they have a worry. Senior leaders manage performance and lead teaching well. They set high expectations for staff. Planning for improvements is based on accurate self-evaluation. Monitoring by senior leaders is thorough, but not all middle managers are sufficiently involved in visiting lessons to support teachers. The curriculum ensures that pupils develop good basic skills, but, on occasions, opportunities are missed to make the activities relevant to all pupils’ interests and for encouraging pupils to take responsibility for their own learning or to think for themselves.