Hordle CofE (VA) Primary School

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About Hordle CofE (VA) Primary School


Name Hordle CofE (VA) Primary School
Website http://www.hordle.hants.sch.uk/
Inspections
Ofsted Inspections
Address Hordle Lane, Hordle, Lymington, SO41 0FB
Phone Number 01425611657
Type Primary
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 330 (52.1% boys 47.9% girls)
Number of Pupils per Teacher 23.6
Local Authority Hampshire
Percentage Free School Meals 11.80%
Percentage English is Not First Language 2.5%
Persistent Absence 6.8%
Pupils with SEN Support 10.5%
Highlights from Latest Inspection

Outcome

Hordle CofE (VA) Primary School continues to be an outstanding school.

What is it like to attend this school?

This is a happy school where everyone smiles. Adults and pupils alike are proud to belong to 'Team Hordle'. Pupils know that teamwork means that everyone pulls together, and they do.

Children learn to cooperate right from their start in Nursery. Pupils know each other well and care about everyone's well-being. They feel safe and reports of bullying are very rare.

Pupils told the inspector that they could not recall it ever happening in their school. They behave extremely well in their lessons and at breaktimes. Pupils like and trust the adults who work there.
<...br/>The school's 'learning superheroes' help pupils to build positive attitudes. Pupils said that teachers bring these to life to make lessons fun. Pupils find new knowledge fascinating and eagerly discuss their ideas.

The buzz of excitement in classrooms was summed up by one pupil as 'a happy energy'. Parents said that their children thrive at school and cannot wait for the school day to start.

Pupils enjoy a huge range of sporting clubs.

Some clubs help pupils to find new hobbies. They go on interesting visits and take an active role in community events. Pupils think deeply about current world issues.

They show an exemplary consideration for people in difficult circumstances. Pupils decide which charities to support with the money they raise.

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

Leaders, governors and staff provide an exceptional quality of education for all pupils.

The curriculum is crafted so that every pupil is equipped extremely well for their future. Provision in the early years is excellent. Here, children become confident and well-motivated learners.

These characteristics deepen as pupils progress through the school.

Leaders at all levels of the school have expert skills. Governors visit the school often and know it well.

They have a very strong understanding of their strategic role, and maintain a firm steer on the school's continuing drive for excellence. Leaders and staff work with extraordinary collaboration. This secures consistent approaches across the school that help pupils to be successful.

Leaders have the highest expectations for all pupils to be fluent readers who love books. Their positive attitudes to reading start in the Nursery. Children join in with rhymes, songs and stories, learning many by heart.

Children are already learning sounds before they begin in Reception. Teachers check pupils' learning during phonics and early reading lessons. They expertly shape the next steps.

Pupils who need extra support get it without delay. Motivating rewards encourage pupils to read often, and to choose books that inspire them.

Teachers' very strong subject understanding helps to make learning clear.

They break down learning into small steps that enable pupils to achieve very well. Teachers' precise use of assessment enables them to quickly address any misunderstandings. Leaders make sure that learning builds on what has gone before.

In geography, key stage 1 pupils learn how to direct themselves around the school grounds, using a map with compass points. By Year 4, pupils have secured skills to enable them to use world maps showing the location of tectonic plates. Pupils revise learning as their topics progress.

This helps them to remember the most important knowledge. As a result, pupils learn very well.

Pupils achieve well in mathematics.

This begins in the early years, where play is full of intriguing opportunities. Children think hard when matching objects with numbers, creating patterns and comparing sizes. By Year 6, pupils tackle challenging multi-step mathematical problems with confidence.

They apply mathematical knowledge in other subjects. For example, in science pupils develop their understanding by measuring, recording and analysing data.

Teachers and other adults have a detailed understanding of individual pupils' needs.

In the early years they do all they can to meet the needs of children with special educational needs and/or disabilities (SEND). As pupils move through the school, skilled support helps pupils with SEND to develop independence. They reach high standards and become confident learners.

Pupils' personal development is very well catered for. Through the school council, pupils contribute to the way their school is run. They learn how to be healthy in mind and body.

Their handwritten leaflets, designed for the local surgery, proved popular with patients. Leaders ensure that the curriculum supports pupils to think about diversity. They learn about the contributions made by women, people of colour and disabled people.

Pupils in Years 5 and 6 have learned about racial hate and the impact of slavery. They have written prayers to express feelings about homelessness.

Staff teamwork is deeply embedded.

Staff said that curriculum leaders are 'amazing' and give constructive support. Teachers value their many opportunities for training to extend their skills. Staff with particular responsibilities appreciate the time they are given to carry out their roles.

Safeguarding

The arrangements for safeguarding are effective.The school has a well-established culture of safeguarding. All staff know how to identify concerns and report them quickly.

Leaders follow up any concerns and make timely, well-judged decisions. They work cooperatively with partner agencies, and supportively with parents and carers. Staff know the risks to children's safeguarding, including online risks.

Leaders update staff regularly.

The curriculum includes sensitively designed lessons to teach pupils about safeguarding. From an early age, pupils learn how to report any worries about feeling safe.

They learn where they can go for help. Pupils said that they always feel safe in school because there are trustworthy adults who support them very well.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be outstanding in March 2016.