Haseltine Primary School

What Ofsted said

From the inspection on 13 March 2023

The 'Haseltine family', as described by pupils, families and staff, is a warm and welcoming place. Pupils are very proud members of their school community. They are happy and enjoy school. The school's values of excellence, resilience and self-belief are well understood and demonstrated by pupils. Staff believe that all pupils can achieve well. They instil pupils with confidence about their learning and teach them to believe in themselves. The well-planned curriculum supports staff to realise these aims. This begins in the early years, where children get an especially strong start to their education. Leaders are ambitious for pupils, including those with special educational needs and/or disabilities (SEND). Pupils are keen and motivated learners. Adults have consistently high expectations for pupils' behaviour. Pupils behave well in lessons and around the school. They said that bullying is rare. Adults sort out any issues that pupils may have quickly. Pupils relish the many opportunities which aim to develop their talents and interests. These include taking on positions of responsibility, such as being a member of the pupil parliament, an eco-warrior or a digital leader. Pupils take part in a wide range of extra-curricular clubs, trips and visits. They also learn to play an instrument and perform in concerts. All pupils attend the annual careers fair that provides ideas of jobs that they can aspire to do when they are older.

What the school should improve

• In Years 1 to 6, some foundation subjects are not as far forward as others in terms of the curricular thinking. This means that the curriculum is not as well sequenced as it could be, and the precise knowledge, skills and vocabulary that pupils need to learn are not as clear. This affects how well pupils develop and deepen their knowledge over time in these subjects. Leaders need to continue to support subject leaders to refine their subject curriculum to ensure that it is coherent and well sequenced. They should make sure that the key knowledge, skills and vocabulary are precisely identified.
• In the subjects that are less developed, some teaching does not build pupils' knowledge in a well-considered and logical sequence. This means that, in Years 1 to 6, the curriculum is less effective in helping pupils to know more and remember more in these subjects. Leaders need to ensure that teachers are supported to deliver effective sequences of learning which support pupils to achieve the intended curriculum goals. Leaders should also support subject leaders' work to check and improve how well the curriculum is implemented.

Read the full Ofsted report (opens in a new tab)