Hinguar Community Primary School

About Hinguar Community Primary School Browse Features

Hinguar Community Primary School

Name Hinguar Community Primary School
Website http://www.hinguarprimary.org/
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.
Inspection Date 08 June 2016
Address New Garrison Road, Shoeburyness, Southend-on-Sea, SS3 9FE
Phone Number 01702292721
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 250 (49% boys 51% girls)
Number of Pupils per Teacher 23.4
Academy Sponsor Southend East Community Academy Trust
Local Authority Southend-on-Sea
Percentage Free School Meals 10.5%
Percentage English is Not First Language 2.4%
Persisitent Absence 9.3%
Pupils with SEN Support 6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

The school is smaller than the average-sized primary school. Most pupils are White British and speak English as their first language. The proportion of pupils who are disadvantaged and therefore supported through the pupil premium is average. The pupil premium is additional government funding to support pupils known to be eligible for free school meals and children who are looked after by the local authority. The proportion of pupils who have special educational needs or disability is below average. The early years consists of children in the Nursery and Reception classes. Children attend the Nursery either full- or part time. All children attend the Reception class full time. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school Senior leaders have a relentless focus on promoting improvement. They work well together as a team and have created a school where pupils can achieve both academically and personally. Pupils develop into confident young people who have a desire to take responsibility for themselves and others. The quality of teaching is consistently good. Teachers have high expectations and provide pupils with exciting learning activities. Pupils make good progress in a range of subjects. By the end of Year 6, standards in reading, writing and mathematics are above average. Early years provision is good. Children engage enthusiastically in their learning, making good progress. They are well prepared for Year 1. The progress of disadvantaged pupils and those who have special educational needs or disability is good. The behaviour of pupils is outstanding. They are polite, articulate and very respectful towards one another and adults. They are very proud of their school. The work to keep pupils safe is outstanding. All pupils feel very safe and know how to keep themselves safe. The rich and vibrant curriculum, along with the impressive range of trips and activities, provide very well for pupils’ spiritual, moral, social and cultural development. Governors know the school well and provide a high level of support and challenge. The school is well placed to improve further. Communication with parents is excellent. There is a strong partnership between parents and the school. Parents are highly supportive of the work of the school. It is not yet an outstanding school because : The quality of teaching and progress of pupils in science are not yet consistently good across all year groups. Pupils in key stage 1 are not always provided with work that challenges them, nor given enough opportunity to develop their writing skills. The early years outdoor area is not used sufficiently to allow children to continue with their classroom learning outside.