Hebden Royd CofE VA Primary School in Hebden Bridge, West Yorkshire, was inspected on 21 and 22 March 2023, and received an overall effectiveness rating of good. The school is characterized by a positive environment where pupils are polite, respectful, and welcoming. They adhere to the school’s values of being thankful, kind, polite, independent, and honest. The leadership team, including governors, maintains high expectations for both learning and behavior, which contributes to the pupils' strong academic performance and personal growth.
Pupils develop confidence throughout their time at the school and engage actively with the various opportunities provided. The school has a strong commitment to environmental protection, demonstrated through the eco council, which is well-received by parents, carers, and pupils alike. The school fosters a sense of equality and teaches pupils to appreciate diversity. Staff members are caring and supportive, ensuring that pupils feel safe and secure. The school has implemented various strategies to address pupils' concerns, including a worry box, and instances of bullying are reported to be rare.
Parents appreciate the Friday celebration assembly, where pupils are recognized for their achievements, including the prestigious good citizenship award for contributions to the local community. The school has made significant strides in improving the quality of education, with leaders carefully considering the local context in curriculum development. The curriculum is ambitious, focusing on the knowledge that pupils should acquire and retain over time. However, there are areas for improvement, particularly in ensuring that subject leaders have the necessary knowledge to support staff effectively in delivering the curriculum.
The school has clear plans to support pupils with special educational needs and disabilities, ensuring that adaptations in lessons align with individual SEND plans. Reading is prioritized across the curriculum, with daily reading opportunities and a structured phonics program for younger pupils. While the phonics approach is delivered effectively, there are instances where pupils do not fully engage in lessons, and teachers do not consistently check for understanding.
In the early years, children access learning independently in a calm indoor environment, but opportunities for outdoor learning are more limited. The curriculum for early years lacks clarity regarding specific learning objectives aligned with the early years foundation stage framework. Staff maintain high expectations for behavior, and pupils are generally calm and orderly. The behavior system is well understood, although some pupils feel that a few peers occasionally do not meet expected standards.
Leaders promote personal development through a well-structured personal, social, and health education curriculum. Pupils take pride in their responsibilities, and older pupils support younger ones through a buddy system. The school offers a variety of clubs and encourages pupils to engage in fundraising activities for charitable causes.
The school has made rapid improvements where needed, enhancing the quality of education for all pupils. Staff express positive feedback regarding the support they receive from leaders in managing their workload. Safeguarding arrangements are effective, with strong pastoral support in place. Leaders provide regular safeguarding training, ensuring that staff are well-informed about reporting concerns. Pupils are educated about local risks and demonstrate confidence in keeping themselves safe online.
To further improve, leaders need to monitor curriculum implementation more regularly and ensure that subject leaders receive adequate training and support. The phonics sessions should be structured to encourage active participation, and the early years curriculum must clearly outline learning objectives to provide a strong foundation for future education.
