Hungerford Primary School, located in Berkshire, was inspected on January 21-22, 2020, and received an overall effectiveness rating of good. The school provides a broad curriculum that pupils enjoy, particularly in music and sports. Students feel their voices are valued, and they appreciate the fair treatment they receive from staff. The school offers a variety of enriching experiences, such as trips to historical sites, which enhance their learning. High expectations from school leaders encourage pupils to explore their interests and talents, exemplified by Year 6 students performing at a national event.
Pupils report feeling safe and adhere to the school's singular rule of kindness, which fosters a positive environment. Their behavior is commendable in lessons and during breaks, supported by strong pastoral care that addresses their social and emotional needs. This approach has led to a significant decrease in fixed-term exclusions, and pupils express confidence in the school's ability to handle bullying, which they say is infrequent. Support from adults is readily available to help resolve any friendship issues.
The school excels in its planning for subjects like reading, mathematics, and computing, where teachers present information clearly and follow structured programs. For instance, in computing, pupils learn about spreadsheets in a step-by-step manner. However, in other subjects, such as history, there is a lack of cohesive planning, leading to inconsistencies in what pupils learn and when. This can hinder the ability of teachers to build on prior knowledge effectively. Additionally, the foundation subjects sometimes do not challenge the most able pupils sufficiently.
A strong emphasis on reading is evident, with a phonics program implemented to address previous shortcomings. Staff are well-trained, and pupils in early years demonstrate confidence in using phonics to write sentences. The alignment of reading materials with pupils' phonetic knowledge is closely monitored, ensuring that those struggling with reading receive the necessary support to catch up. Pupils enjoy reading and show good comprehension skills, particularly when engaging with stories read by their teachers.
In the early years, children are described as happy and engaged, with a curriculum that promotes creativity and problem-solving. Teachers provide stimulating activities that foster early language and number skills. The curriculum is adapted effectively for pupils with special educational needs and disabilities, ensuring they are fully included in school life. However, some disadvantaged pupils face challenges with attendance, which affects their learning opportunities.
Overall, behavior in lessons is positive, with supportive relationships between pupils and staff. While some pupils may occasionally lose focus, teachers are quick to redirect their attention. The school encourages pupils to engage in charitable activities, fostering a sense of community and respect for others. The school council has successfully promoted healthy eating habits among pupils.
Safeguarding measures are effective, with staff trained to recognize and respond to concerns. However, there is a need for improved understanding of local and national risks that children may face, such as county lines activity. Leaders are encouraged to enhance safeguarding training to ensure all staff are fully aware of potential risks.
To improve, the school must focus on refining the content and sequencing of the curriculum in foundation subjects to enhance learning outcomes for all pupils. Additionally, addressing the attendance issues of disadvantaged pupils is crucial to ensure they do not miss vital learning experiences. The school is already taking steps to address these areas, indicating a commitment to continuous improvement.
