Hazlehurst Community Primary School, located in Ramsbottom, Bury, Lancashire, underwent an inspection on March 7 and 8, 2023, resulting in an overall effectiveness rating of inadequate. This marked a significant decline from its previous outstanding rating during the last inspection, which took place over a decade ago. The school has been exempt from routine inspections since November 2020, leading to a longer gap between evaluations. The current report reflects the school's performance under the latest inspection framework and highlights various areas of concern.
Pupils at Hazlehurst are proud to attend the school, appreciating the warm and caring relationships they share with staff and peers. Leaders prioritize mental health and well-being, ensuring that pupils feel safe and supported. However, while most staff expect good behavior, some do not maintain high enough expectations, leading to inconsistent conduct among pupils, particularly during lessons. Although pupils value the extracurricular activities offered, the school's academic ambitions are deemed too low, resulting in inadequate preparation for the next stages of education.
The curriculum implemented by leaders aims to support personal development but lacks the breadth and ambition necessary for academic success. Many subjects are not taught frequently enough, hindering pupils' ability to build a strong body of knowledge. Some staff have received subject-specific training, but overall, there is a lack of effective curriculum design knowledge among leaders. Consequently, pupils, including those with special educational needs and disabilities, often engage in activities that do not effectively connect new knowledge with prior learning.
Despite some pupils achieving outcomes in line with national peers in statutory tests, this masks the poor progress made throughout their education. Many pupils struggle to recall what they have learned, and some do not remember being taught certain subjects. While a few teachers effectively use assessment strategies to adapt their teaching, this practice is not widespread. In early reading, staff develop children's interest in reading through various books and stories, and a phonics program has been adapted to introduce letters and sounds progressively. However, struggling readers often do not receive the necessary support to master previously taught sounds, impacting their confidence and fluency in reading.
Leaders provide strong emotional support for pupils with special educational needs, quickly identifying those who require assistance. However, some staff lack sufficient oversight of academic targets for these pupils, limiting their ability to provide effective support. In the early years, staff build strong relationships with children, fostering a positive learning environment. Nevertheless, the curriculum lacks clarity, leaving staff uncertain about what to teach and when.
While some pupils demonstrate good behavior and engagement in lessons, others disrupt learning, leading to lost instructional time. Personal development is emphasized, with pupils taking on leadership roles and participating in various activities that promote well-being and environmental awareness. Governors are committed to the school but have not effectively challenged leaders regarding curriculum weaknesses and pupil achievement.
The safeguarding arrangements are effective, with staff trained to recognize signs of abuse and neglect. Leaders engage well with external agencies and provide emotional support for pupils. However, some staff require updated training on physical intervention strategies. Overall, the school must address significant weaknesses in curriculum design, academic expectations, and staff training to ensure that all pupils receive a quality education and are well-prepared for their future learning.
