Thomas Hinderwell Primary Academy

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About Thomas Hinderwell Primary Academy

Name Thomas Hinderwell Primary Academy
Ofsted Inspections
Principal Mrs Chloe Webster
Address Seamer Road, Scarborough, YO12 4HF
Phone Number 01723373110
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 197
Local Authority North Yorkshire
Highlights from Latest Inspection

What is it like to attend this school?

There have been many changes at Thomas Hinderwell Primary Academy. Pupils spoken to say they are happy here.

They say that the school is better now. Attendance has significantly improved. Many pupils say they enjoy coming to school every day.

Leaders recognised that much needed to be improved in the school. They worked swiftly and effectively to develop a curriculum that is broad and exciting. In some subjects, such as geography, they have ensured that the content matches or exceeds national curriculum expectations.

This has, in part, led to improving outcomes for pupils. However, there is more to do to ensure that this content is taught consistently and effe...ctively in all classes.

This is an inclusive school.

Leaders ensure that all pupils joining the school are welcomed and supported. Pupils with special educational needs and/or disabilities (SEND) learn alongside their peers. They value the range of supportive resources, such as 'speech to text' software, they can use to help them to learn.

Leaders have implemented new systems and policies to improve behaviour. These are having some impact and behaviour in lessons and around school is usually calm. This is not always the case at more unstructured times of the school day.

Some pupils say that they do not always feel safe at these times. Leaders are starting to address this. They know that there is more to do to ensure that behaviour on the playground improves.

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

Leaders have made strong progress to address the weaknesses identified at the previous inspection. They have introduced a curriculum, for all subjects, that clearly identifies the important knowledge that they want pupils to learn. This has been planned to build progressively from the early years across the school.

The trust ensures that teachers have support to plan sequences of learning which focus on important subject content and vocabulary. There is still, however, some variability in how teachers adapt these plans to meet the needs of all pupils. At times, this leads to pupils becoming disengaged with learning.

In other lessons, teachers do not always identify pupils who do not understand or have misconceptions about the learning.

Pupils are taught to read well. The school's chosen phonics programme is implemented consistently and effectively from the early years.

In nursery, children are taught to listen carefully. This helps them to be ready to learn the letter sounds as soon as they start in Reception class. Staff are well trained in phonics.

They support pupils to read unknown words using consistent prompts and vocabulary. Pupils read books that contain sounds and words that they are learning in lessons.Pupils who are finding reading difficult receive some extra support.

However, this is not consistently planned to ensure they have sufficient opportunity to catch up with their peers.

As pupils become more fluent, they read ambitious texts in daily reading lessons. Some teachers model reading to the pupils with expression and enjoyment.

Where this happens, pupils enjoy these texts. However, this is not consistent across all classes. Leaders know there is more to do to promote reading in school.

Some classes visit the school library regularly or read class books. Some pupils read regularly at home and enjoy entering the school incentive system to win reading prizes. However, others do not read regularly or widely enough.

Children in the early years get off to a great start. This is due to the well-planned curriculum being used effectively by skilled and caring staff. Everyone is clear about what they want pupils to learn.

They support children to talk about their learning and use new vocabulary. The activities, both inside and outside the classroom, are engaging and interesting.

Pupils with SEND receive timely and effective support.

Leaders ensure that targets for learning are clear and well understood. Pupils who find it difficult to regulate their behaviour can work in the 'academic support unit'. This is a quiet place where pupils can go to calm down and refocus on their work.

Leaders recognise there is more to do to ensure that staff and pupils understand that this is a positive area for learning.

Following the last inspection, leaders have developed the personal development curriculum. Pupils have regular lessons to support their understanding of important concepts such as tolerance and equality.

This helps them to appreciate the difference and diversity of the school's changing population. Pupils can join a growing range of clubs and activities, including football, Lego and crochet club.

Trust leaders and governors work well with school leaders.

They share the same ambition and passion to improve the school quickly. They recognise the positive journey that the school has been on and have addressed issues quickly and effectively. Parents do not always share this positive view.

They would appreciate more information about the improvements being made.


The arrangements for safeguarding are effective.

Leaders are very clear about the risks that pupils face both in the local area and online.

They ensure that staff are well trained and knowledgeable about these risks. Systems to identify and record any concerns are understood and used well. Leaders act on these concerns quickly and effectively.

Parents spoken to are positive about the support that they receive from the school.

Pupils have an impressive understanding of how to keep themselves safe. They are clear about online safety and safe and unsafe friendships.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not implement the curriculum as leaders intend. For example, in some lessons, teachers move on too quickly and do not identify when pupils do not understand new learning. This means that pupils often do not remember important learning.

Leaders must monitor the effectiveness of the curriculum more closely to ensure that teachers are supported to use planned approaches consistently. ? Teachers do not always consider pupils' needs and starting points when planning teaching activities. Adaptations to teaching do not always consider pupils' prior knowledge sufficiently well.

This means that some pupils are not challenged to learn more broadly and develop their knowledge over time. Leaders need to ensure that teachers know how to plan lessons that meet the needs of all pupils and take into account their different starting points. ? Leaders have not ensured that their vision for improving behaviour is clear, cohesive, and well understood by pupils, staff and parents.

This means that the different approaches are not used effectively to improve behaviour and support pupils. Therefore, they do not always have the impact that leaders intend. Further clarity is needed to ensure everyone understands how pupils should be supported to improve their behaviour and that systems and practices are used consistently.

• Pupils do not always say that they feel safe at more unstructured times of the school day. This is because a small minority of pupils do not show respect and care for others. Leaders should ensure that these pupils are supported to develop respect, tolerance and kindness towards others.

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