Harston and Newton Community Primary School, located in Cambridge, has been recognized as a good school following its inspection on May 4, 2023. The school fosters a positive environment where pupils take pride in their attendance and enjoy their school days. The values instilled in students promote respect and a commitment to doing their best, which contributes to their overall happiness and development. Pupils respond well to the high expectations set by the adults in their lives, leading to effective learning and the growth of responsible young individuals by the time they complete Year 6.
The school community is characterized by strong relationships among pupils, with minimal instances of bullying. When conflicts arise, students feel confident in seeking help from trusted adults, ensuring that issues are addressed promptly. The school offers a wealth of extracurricular activities that allow pupils to explore their interests and talents, particularly in music. The vibrant atmosphere is filled with sounds from various instruments, and students take pride in showcasing their musical abilities through performances.
The extensive school grounds, including a forest area, provide ample opportunities for exploration and play. Younger children particularly enjoy the forest, where they are encouraged to engage in safe risk-taking activities. The curriculum is well-structured, designed to impart essential knowledge and skills across subjects, and is tailored to accommodate the needs of mixed-age classes. This thoughtful design ensures that learning builds on prior knowledge, facilitating effective educational progression.
The pre-school class offers a nurturing environment for the youngest learners, emphasizing language development through storytelling, rhymes, and songs. Reading is a central focus, with pupils quickly becoming confident readers due to the effective phonics program implemented by skilled educators. Teachers demonstrate strong subject knowledge and clearly explain new concepts, although there are instances where teaching does not fully meet the diverse needs of pupils in mixed-age classes. Some activities may not be adequately adapted, which can hinder optimal learning for certain students.
Pupils with special educational needs and disabilities are included in the same curriculum as their peers, with activities typically adjusted to meet their requirements. However, some support plans lack clarity, which can lead to insufficiently targeted assistance for these students. The school's behavior management strategy is clear and consistent, resulting in excellent pupil behavior and minimal disruption during lessons.
The school provides numerous opportunities for pupils to broaden their experiences through various clubs and competitions, fostering a sense of pride and community involvement. Governors maintain an accurate understanding of the school's performance, regularly verifying information provided by leaders. Staff express pride in their work environment and appreciate the support from senior leaders, who communicate changes effectively and prioritize the best interests of pupils.
Safeguarding measures are robust, with well-trained staff who are vigilant in identifying potential risks to pupils. Concerns are reported and addressed promptly, ensuring that students receive necessary support. The school promotes a culture of safety, equipping pupils with knowledge to protect themselves in various situations, including online interactions.
While the school has established an ambitious curriculum, there are areas for improvement, particularly in the implementation of this curriculum in certain subjects. Leaders are encouraged to provide additional training for teachers to enhance their effectiveness in delivering the curriculum, ensuring that all pupils in mixed-age classes achieve their full potential. Additionally, support for some pupils with special educational needs requires greater precision to ensure they receive the focused assistance necessary for their success.