Hawes Side Academy

What Ofsted said

From the inspection on 14 April 2026

Too few pupils at this school achieve as well as they should. Attainment in national assessments at the end of Year 6 has been well below average over time. Pupils' experiences in lessons do not help them to build knowledge effectively across the curriculum. Pupils, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those known to children's social care, do not develop the knowledge and skills they need for their next stage of education. Pupils do not attend school often enough and miss important opportunities to learn and socialise. Despite these weaknesses, this is a welcoming school, where most pupils, staff, and parents and carers feel supported. From the Reception Year, children benefit from warm and nurturing relationships with adults. They enjoy learning, making friends and working together, developing a genuine sense of belonging as they settle into school life. Pupils feel safe because they know they have trusted adults they can turn to. Pastoral staff listen carefully to any concerns and provide suitable support for pupils and their families. Pupils know the school's values of reflection, resilience, respect, responsibility and relationships. They try hard to embody these in daily life. Behaviour is typically calm and orderly. Pupils understand the school rules, which they view as fair and well applied. Bullying is not common. When incidents occur, staff respond quickly. Pupils are taught how to stay safe and healthy. They understand what makes a relationship healthy and how to stay safe online. Older pupils develop an understanding of the characteristics that are protected by law, such as race, fundamental British values and cultural diversity. Pupils have opportunities to take part in enrichment activities and wider experiences, although some pupils do not benefit fully from these.

What the school should improve

• Leaders, including the board of trustees, must make sure that staff have the knowledge and expertise to teach the curriculum effectively, so that pupils, particularly those with special educational needs and/or disabilities, build knowledge and skills across the curriculum.
• Leaders must make sure that the curriculum in each subject is planned and sequenced, so that teachers can design learning activities based on what pupils already know and help pupils make connections with prior learning.
• Leaders must make sure that staff identify and resolve gaps in pupils' knowledge in reading, writing and mathematics accurately and swiftly, so that pupils make suitable progress.
• Leaders must quickly and accurately identify the challenges that disadvantaged pupils face and devise a strategy that significantly improves these pupils' outcomes.
• Those responsible for governance must build their knowledge and expertise and hold leaders to account for ensuring that decisions are consistently in pupils’ best interests, through detailed scrutiny of the school's performance.
• Leaders should check carefully that strategies to improve pupils' attendance have the intended impact, particularly for disadvantaged pupils, and take swift action where they do not.
• Leaders should continue to make sure that staff apply the behaviour policy consistently, so that pupils meet the school's expectations for behaviour across all aspects of school life.
• Leaders should keep a clear record of which pupils benefit from enrichment activities and wider opportunities so that no pupil misses out.

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