Hoyland Common Primary School

What Ofsted said

From the inspection on 5 July 2022

Pupils at Hoyland Common are polite, articulate and love learning. Pupils behave well in lessons. At playtimes they enjoy the space and range of activities they can take part in. Pupils particularly enjoy the opportunity to use the computerised 'pods' inside to play games or watch films. If pupils struggle to manage their behaviour, they know that adults will help them. Bullying rarely happens here. Pupils have a good understanding of different types of bullying, including cyber-bullying. Recent changes to leadership have been well managed by the multi-academy trust leaders. This has ensured that work to improve the school has continued during the changes. Leaders and staff have high expectations and are ambitious for pupils. They work together to continuously look for ways to improve the curriculum. Leaders are determined that learning will interest, inspire and engage pupils. This is an inclusive school. Everyone is treated equally. Leaders' careful curriculum planning enables pupils to develop a mature understanding about areas such as equality and respect. One pupil said, 'No one is different in our school, everyone is welcomed.' Leaders give pupils many opportunities to explore varied and exciting experiences. Pupils talk positively about taking part in Shakespearean dramas or learning to play the cello or violin. Pupils say visits to places, such as the Yorkshire Sculpture Park, help them to understand sculpture. They then apply this knowledge to their own works of art.

What the school should improve

• Staff do not have sufficient expertise to ensure that all pupils, including those with SEND, learn as well as they might. This means that some pupils do not receive enough help to develop new skills and acquire new knowledge. Leaders must ensure that all staff have appropriate training to adapt learning to meet all pupils' needs, both within classes and where pupils with SEND require additional support.
• Some subject leaders do not monitor the implementation of the curriculum effectively enough. Therefore, in some curriculum areas teachers are not sufficiently aware of different strategies and approaches that will help pupils to develop deeper understanding. Leaders must enable subject leaders to monitor the curriculum in action, to identify any areas where teachers require more support.
• Leaders have not ensured that staff in the early years use the environment well enough to promote learning. Many areas of provision are not planned sufficiently to promote independent learning. There are missed opportunities for language and vocabulary development. Leaders should ensure that staff in the early years fully understand how to utilise the environment to build children's confidence, independence and engagement with all areas of learning.
• Some aspects of the personal development curriculum are not covered in enough detail, particularly British values, and awareness of other cultures. Consequently, pupils don't know enough about the values of modern Britain. Leaders must ensure that pupils learn and understand more about British values and diverse cultures.

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