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Hunwick Primary School is proud to be part of its local community. Pupils enjoy school.
They attend very regularly. Pupils learn important messages about kindness and friendship. They are happy and safe.
One pupil spoke for many when he said, 'teachers listen to us… they genuinely care about our opinions'.
Pupils achieve well. They strive to reach the school's high academic expectations.
Pupils take pride in their work. They behave well and they are quick to settle down to learning. Children in the early years get off to a positive start.
They learn to talk about their feelings in morning registration. Children also learn important routines ...and how to be independent. They make pleasing progress in learning and development over time.
Pupils relish the impressive sports curriculum they experience in school. They take part in a wide range of activities. These include athletics, skipping and golf.
Pupils represent the school in sports regularly. Everyone in school celebrates their achievements. Through sport, pupils also learn important transferrable skills.
They become leaders and coaches for their peers. Staff in early years also place a strong emphasis on physical development. Children benefit from using equipment, such as trikes, balance beams and stepping stones, that promotes their movement skills well.
What does the school do well and what does it need to do better?
The school is ambitious to provide a high standard of education for its pupils. Over recent years, staff have adapted the curriculum to address the reduction in the number of classes in school. The curriculum is well sequenced.
It identifies important knowledge and skills that pupils must learn. In lessons, staff give clear explanations and check pupils' understanding. Staff also model the use of subject-specific vocabulary.
Pupils use this vocabulary when exploring their learning. For example, Year 5 pupils explain fractions confidently using the terms denominator, equivalent and improper.
Staff make appropriate adaptations to learning for pupils with special educational needs and/or disabilities (SEND).
Pupils with SEND access the same ambitious curriculum as their peers. Regardless of their individual challenges, pupils with SEND achieve well over time. However, the school has not developed a consistent approach to checking the impact of the curriculum.
Staff are not clear about which parts of the curriculum work well and which need further refinement.
The school places reading at the centre of the curriculum. Well-trained staff teach phonics with precision in Reception and Year 1.
Staff also support pupils well if they fall behind. This provision leads to strong achievement. Pupils are confident and fluent readers.
Older pupils talk with passion about the wide range of books they read.Early years staff immerse children in reading too. Children enjoy structured opportunities to read with adults throughout the day.
Children in Nursery learn, remember and recite the nursery rhyme of the week, such as Hey Diddle Diddle, well. This links to their wider learning seamlessly. Staff provide varied and interesting activities to improve children's physical development.
For example, children enjoyed and benefitted from balancing an egg on a spoon for an extended period of time. Similarly, the children succeeded when searching for items in the rhyme during a treasure hunt. Children work well with their peers as they complete these activities.
Staff encourage mathematical links by encouraging the children to count the items they find. The Nursery provision in early years is relatively new. The school is embedding the curriculum in this part of the school.
Pupils are taught how to keep themselves safe in the wider world. They talk confidently about the risks they can face on and offline. Pupils also have an effective understanding of the importance of fundamental British values.
They learn about significant historical figures in assembly, such as Emmeline Pankhurst. Pupils link this learning well to their discussions about equality and tolerance. During social time, pupils play well together.
They enjoy a range of physical activities over lunchtime. The pupil-led sports crew develops many of these activities for the benefit of their peers.
Pupils enjoy and benefit from a range of experiences beyond the academic curriculum.
In addition to the school's exceptional sports offer, pupils learn from educational visits such as the residential in Years 5 and 6. Visitors to school enhance the curriculum further. Pupils' experience of inspirational science lessons and talks from public services enhance their knowledge well.
Children in the early years also enjoy learning about careers from a visiting doctor. This helps them learn about the wider world.
The school is committed to providing a broad range of learning and experiences for its pupils.
Governors support leaders well. They have a sound understanding of the school's strengths and areas that require further development. Most parents and carers speak positively about the school.
They are proud of its inclusive ethos. Staff carry out many different roles in this small school. They are proud of the impact this has on the pupils.
Staff are well supported by leaders. Leaders consider staff's workload when they make changes.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school has not fully developed its approach to quality assurance. Leaders do not have an accurate view of how well some areas of the curriculum are helping pupils to meet the school's intended outcomes. The school should ensure that a consistent system for checking the impact of the curriculum is implemented.
• The implementation of the early years provision in Nursery is relatively new. The school's ambitious vision for the youngest children is not fully realised. The school should continue to embed the changes to the early years curriculum to support strong progression from Nursery to Reception and beyond.
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