|Name||Hookstone Chase Primary School|
|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||13 March 2013|
|Address||Hookstone Chase, Harrogate, North Yorkshire, HG2 7DJ|
|Religious Character||Does not apply|
|Number of Pupils||311 (52% boys 48% girls)|
|Number of Pupils per Teacher||19.9|
|Academy Sponsor||Northern Star Academies Trust|
|Local Authority||North Yorkshire|
|Percentage Free School Meals||19.1%|
|Percentage English is Not First Language||3.9%|
|Pupils with SEN Support||13.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a broadly average-sized primary school. The percentage of pupils from minority ethnic groups is below average. The percentage of pupils eligible for pupil premium funding, which in this school provides additional government funding for those known to be eligible for free school meals, is broadly average. A below average percentage of pupils are supported through school action. The school is enhanced with resources to support children with communication and interaction difficulties. An above average percentage of pupils join the school from other schools, often for short spells of time, to take advantage of the expertise of the staff of the enhanced resource. The number of pupils at school action plus or with a statement of special educational needs varies. It depends on the number of pupils joining the school for extra support with communication and interaction difficulties. The proportion is usually above the national average. The school meets the government’s current floor standard, which sets the minimum expectations for pupils’ attainment and progress. The school is part of the Harrogate and Rural Teaching Schools Alliance. This is a group of schools that work together to share professional development. The school has achieved Healthy School status and a Green Flag Eco Award. There is a pre-school setting, the Bright Sparks playgroup, on site, which Ofsted inspects separately.
Summary of key findings for parents and pupils
This is a good school. The school has improved much since the previous inspection. Standards are rising rapidly and achievement is good. Children are well prepared in the Early Years Foundation Stage and develop above average skills. Across Key Stages 1 and 2, progress is good in all classes. The higher standards now gained in Key Stage 1 are feeding into Key Stage 2. In Year 6, results in 2012 were average which from low starting points reflected good progress. Effective management of teaching has improved its quality. It is now good with outstanding features. The quality of care is outstanding. It is provided by a skilled staff team. The quality of support for disabled pupils and those with special educational needs is excellent. The curriculum captures the interest of pupils. Pupils benefit from a good range of additional activities such as sport, music and textile technology. Behaviour and safety are good. Pupils are polite, naturally helpful and have very good attitudes to learning. The large majority of parents support the school and applaud the way it cares for their children and secures good academic progress. The headteacher is relentless in her desire to raise standards, a view shared by all staff and an excellent governing body. The school is well placed to sustain its current improvement in future. It is not yet an outstanding school because : Standards could be higher in writing, especially for boys, and in aspects of mathematics. Information and communication technology is not used enough to support learning in lessons. Not enough teaching is yet outstanding. Expectations for the more-able pupils are not always clear, pupils are not enabled to understand how they can improve their work, and, at times, they do not actively participate in lessons.