Hylton Castle Primary School, located in Sunderland, has been recognized as a good school following its inspection on July 5 and 6, 2022. The school is characterized by an inclusive and nurturing environment where pupils are eager to learn and respond positively to the high expectations set by their teachers. The leadership team demonstrates a strong ambition for all students, ensuring that staff support pupils in developing the necessary knowledge and skills to become responsible community members. Older students take on responsibilities, such as being playground buddies, which fosters a sense of community and leadership among them.
The relationships between adults and children at the school are warm and respectful, contributing to a safe atmosphere where pupils feel cared for. Students exhibit positive attitudes towards their education and demonstrate good behavior throughout the school day. They engage in cooperative play during breaks and enjoy the extensive outdoor facilities and equipment available to them. The school promotes a culture of respect, with pupils understanding the importance of treating everyone equally, regardless of differences. They confidently discuss significant issues such as equality and diversity.
The school excels in its approach to teaching reading, prioritizing it across all year groups. From the early years, children are immersed in stories, rhymes, and poems that enhance their language skills. Older pupils appreciate regular story times and the diverse selection of books in the school library, which fosters a love for reading. Recently, a new phonics program was introduced, and while it is well-resourced, further training for staff is necessary to ensure effective delivery.
Mathematics lessons are also well-received, with pupils applying their prior knowledge to tackle new concepts confidently. They demonstrate competence in various calculation methods and are encouraged to learn from their mistakes. The curriculum is ambitious and well-structured, meeting national standards while being relevant to the local context. However, in subjects beyond English and mathematics, some teachers need to focus more on essential subject knowledge, which affects pupils' retention of learning over time.
The early years curriculum is effectively sequenced and ambitious, with activities tailored to children's developing needs. Staff actively model spoken language and regularly assess children's understanding to meet individual needs. The provision for pupils with special educational needs and disabilities is highly effective, with prompt identification of needs and strong support from the special educational needs coordinator.
The school has a robust personal development program that promotes equality and diversity throughout the curriculum. Pupils learn about various important topics, including healthy relationships and online safety, and they exhibit good manners and politeness. Following the COVID-19 pandemic, the school quickly reinstated extracurricular activities, allowing pupils to participate in enriching trips and clubs, particularly in music and sports.
The leadership team fosters a strong team ethos, prioritizing staff well-being and workload, which contributes to a positive working environment. Most staff feel valued and proud to be part of the school community. Safeguarding arrangements are effective, with staff trained to recognize and respond to potential risks to pupils' safety. Leaders have integrated local safety concerns into the curriculum, ensuring pupils understand how to keep themselves safe.
To improve, the school should ensure that teachers receive the necessary training to effectively implement curriculum plans, particularly in subjects like geography and phonics. This will help enhance the overall educational experience and ensure that all pupils achieve their full potential.
