Hatfield Academy

What Ofsted said

From the inspection on 28 March 2023

Leaders and staff have made the school a positive place to be. Friendly hellos and checks on how everyone is feeling are commonplace. Good relationships and leaders' clear vision underpin the significant improvements that have been made for pupils. The good behaviour and attitudes of pupils are notable. Lessons are calm and pupils go about their work with purpose. Pupils know the difference between falling out and bullying, and adults help them sort out both. Pupils are keen to talk about what they have learned. They are proud of their work. They like reading. An improved curriculum in phonics helps pupils quickly become confident in reading letters and words. Sometimes, the books that pupils in key stage 2 choose from can limit their vocabulary development. Some pupils do not have enough practice in reading aloud to develop their intonation and fluency. Pupils are developing strong values and knowledge about the world around them. They are extremely respectful of the things that make us unique. Their kindness makes visitors and people new to the school feel welcome. Pupils are keen to attend school. Leaders are working with families to promote the importance of coming to school every day.

What the school should improve

• Although the phonics curriculum is now well established, some pupils in key stage 2 who have not had the benefits of this improved approach do not have the knowledge or practice they need to read well. The books they choose to read do not always help them to get better at reading or learn new vocabulary. Leaders should ensure that pupils in the lowest 20% who can now decode successfully are given more opportunities to read aloud. Leaders should make deliberate choices about the texts pupils read so that pupils develop their vocabulary and knowledge across a wide curriculum.
• Some pupils do not attend school each day. They do not have the full benefit of the curriculum on offer. Leaders should continue to work with families to promote the importance of good attendance, right from the time children start school in Reception.
• Some staff knowledge, in a few aspects of the curriculum, is not secure. Pupils, therefore, have less confidence, or some misconceptions, when talking about these areas. Leaders should check that curriculum content is delivered securely by teachers so that any misconceptions or historic gaps in knowledge are addressed.

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