Horton Park Primary School


Name Horton Park Primary School
Website http://www.hortonparkprimary.co.uk
Ofsted Inspection Rating Good
Inspection Date 27 March 2012
Address Dawnay Road, Bradford, West Yorkshire, BD5 9LQ
Phone Number 01274574544
Type Academy
Age Range 5-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 424 (52% boys 48% girls)
Number of Pupils per Teacher 17.8
Academy Sponsor Exceed Academies Trust
Percentage Free School Meals 35%
Percentage English is Not First Language 78.1%

Information about the school

Horton Park is a larger than average primary school. The school is expanding and plans to move into new accommodation in the autumn term of 2012. The extension of the premises was under construction at the time of the inspection. There is a higher than average proportion of girls and the proportion of pupils known to be eligible for free school meals is well above average. About half of the pupils are of Pakistani heritage and one third are White British. Pupils from Eastern Europe are the next largest group in this diverse school community where over half of the pupils speak English as an additional language. The proportion of disabled pupils and those with special educational needs is well above average. A higher than average number of pupils join or leave the school part-way through their education. From September 2011 the deputy headteacher became headteacher of the school while the principal was seconded within the school to strengthen community links and to deal with issues relating to its new building. Horton Park has Healthy School status and the Arts Mark (Silver) award. The school has Investors in People status. The school exceeded the government floor standard in 2011, which sets the minimum expectations for pupils’ attainment and progress. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

¦ This is a good school that integrates well with the community it serves. It is an inclusive school where all are respected, differences appreciated, and diversity is embraced. The staff share a strong commitment to help every child learn to succeed. The school has improved well since the previous inspection. The overall effectiveness is not outstanding because although attainment is rising it has not been sufficiently high in recent years and teaching does not always provide enough challenge for all pupils. ¦ Pupils’ achievement is good and improving. Over recent years, attainment at the end of Year 6 has shown some improvement from significantly below average. Results in 2011 were still below average but showed exceptional progress because of pupils’ low starting points. Although attainment is improving, increasing the proportion of pupils who attain the higher levels in English and mathematics at the end of both key stages continues to be a school priority. ¦ The quality of teaching is good overall with examples of outstanding practice. Work for pupils is usually carefully matched to their abilities. Lessons are well planned with clear learning objectives although it is not always made clear enough to pupils how they will achieve them. Teachers make good use of other adults in the classroom to support pupils, typically in small group work. Paired discussions are a well established feature in all classrooms throughout the school and contribute positively to pupils’ language development, involvement in lessons and their excellent spiritual, moral, social and cultural development. ¦ The outstanding behaviour of pupils in lessons promotes engagement and collaboration in learning and is consistently and expertly managed. Teachers reinforce high expectations of behaviour in helping pupils show respect and listen carefully to each other. Comments from pupils show most agreeing that behaviour is good in their school and that the large majority feel safe when in school. Bullying is rare and quickly dealt with when it occurs. Attendance is broadly average and compares favourably with similar schools. ¦ The principal (headteacher) and head of school work together well to provide strong leadership with a shared vision for continuing school improvement. The commitment to raise attainment is shared by middle leaders and managers. There is good leadership and management of teaching, which includes accurate monitoring of the quality of teaching to inform professional development. Self-evaluation is rigorous and identifies priorities for school improvement which are well understood and shared by senior leaders. These priorities are effectively disseminated and determine the work of staff and pupils. The governing body are increasingly effective in holding the school to account.