Hose Church of England Primary School

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About Hose Church of England Primary School

Name Hose Church of England Primary School
Website http://www.hoseprimaryschool.co.uk/
Ofsted Inspections
Headteacher Mrs Lianne Hough
Address Bolton Lane, Hose, Melton Mowbray, LE14 4JE
Phone Number 01949860312
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 54
Local Authority Leicestershire
Highlights from Latest Inspection

What is it like to attend this school?

Hose Church of England Primary School is a welcoming and nurturing school. This nurturing ethos permeates throughout the school, resulting in pupils being happy and safe. From Reception onwards, pupils learn the school routines and shared values of 'kindness and consideration, equality and fairness, determination, honesty, forgiveness and doing your best'.

Parents and carers are very happy with what the school offers their children. Typical comments from parents refer to the care the school provides. One parent said: 'The nature and size of the school creates a uniquely nurturing environment, giving me as a parent the confidence that my child will be encouraged to succeed.'.../>

Pupils enjoy learning across a broad range of subjects. Leaders want pupils to benefit from an ambitious curriculum. These ambitions are not fully met yet, as some pupils learn less well in some subjects.

Leaders have high expectations for pupils' behaviour. Pupils across the school behave well. Pupils say that bullying is very rare, and they are confident that adults would deal with it if it did happen.

Pupils have opportunities to attend extra-curricular activities. Leaders have asked pupils what they would like to take part in and have ensured that the offer meets their interests.

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

Pupils enjoy learning across a broad range of subjects.

Leaders provide exciting opportunities for pupils to experience as part of their learning. For example, a giant rocket recently visited the school. Pupils made rockets and learned about the solar system.

Leaders have been further developing and refining the curriculum. Where leaders have done this, pupils learn very well. In a few subjects, leaders have yet to make their intended changes.

As a result, pupils do not always gain the knowledge they need to be able to make connections and build upon their previous learning. This means that sometimes, pupils struggle to remember what staff teach them.

In some subjects, teachers check carefully what pupils can do and understand.

This helps staff to plan learning so that it meets the needs of all the pupils in the class. However, this is not consistently the case, including in the early years. As a result, not all the learning that staff plan meets the needs of all pupils.

Leaders are clear that they want all children to enjoy reading and become fluent readers. They have recently introduced a new programme to teach phonics early reading. Staff have received appropriate training to teach the programme.

This is helping younger children, especially those in early years, to learn new sounds quickly and to blend these sounds to read simple words. Staff ensure that the books that pupils read match the sounds that children are learning. Teachers ensure that there are opportunities for pupils to apply phonics when writing independently.

Pupils have taken part in workshops with authors and illustrators, and show a love of reading.

Pupils, including children in the early years, behave well. Low-level disruption is not common.

Children in the early years quickly learn the school's rules and routines. The school is calm and orderly. Pupils are polite and friendly.

Pupils' attendance rates are high.

Pupils understand the importance of maintaining an active lifestyle, including how to keep physically and mentally healthy. They talk confidently about issues such as democracy, racism and accepting differences.

Pupils understand the differences between a range of faiths, such as Christianity, Sikhism and Islam.

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) accurately. Leaders develop precise targets for pupils.

Following changes made recently to SEND provision, leaders are now working closely with parents.

Leaders work closely with the Vale Collaboration of schools and, as a result, staff benefit from sharing good practice. Governors provide effective support and challenge for leaders.

Staff enjoy working here and leaders support them with their workload and well-being. Teachers who are early in their career feel well supported. Staff are proud to work at this school


The arrangements for safeguarding are effective.

Leaders ensure staff receive appropriate training. Staff understand how to spot if a pupil might be at risk from harm and report concerns promptly. Leaders ensure that they follow-up any concerns swiftly.

Leaders work closely with parents, carers and external agencies to ensure that pupils get the support they need.

Checks on the suitability of staff to work with pupils are robust.

Pupils know how to stay safe.

They learn about the different risks that they may face and how to manage these. For example, pupils learn about how to stay safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders recognise the need to develop the curriculum and have started to implement changes in the way that they plan and deliver it.

In some subjects, leaders have not yet precisely identified the most important knowledge that pupils should know and remember. As a result, teaching does not make important knowledge explicit. This means that not all pupils in these subjects make as much progress as they could.

Leaders should continue their work in developing the curriculum so that it identifies the most important knowledge that pupils need to know and remember in all subjects. Leaders should make this knowledge explicit to teachers. Leaders have not ensured that all teachers consistently incorporate effective opportunities to check pupils' learning into their lesson designs.

Teachers do not always utilise opportunities within the lesson, including when talking to pupils in the early years, to check that all pupils are developing the intended understanding. This means that some pupils do not acquire the knowledge and skills they need. Leaders need to ensure that teachers are systematically checking pupils' understanding of the essential content, and all pupils are supported to embed this knowledge and use it fluently.

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