Haslingfield Endowed Primary School, located in Cambridge, has been recognized as a good school following its inspection on March 2 and 3, 2023. The school provides a positive learning environment where pupils enjoy their education and engage in a variety of curriculum opportunities. Activities such as visits to the forest and whole-school quizzes enhance their learning experiences. The school fosters high expectations among pupils, who demonstrate values such as perseverance, kindness, and loyalty. They exhibit good behavior and feel safe, quickly adapting to the school's rules and routines. Instances of bullying are rare, and when they occur, staff are prompt in addressing the issues. Pupils have access to worry boxes in their classrooms to express any concerns they may have.
During lunch and playtimes, pupils take on responsibilities to support each other's well-being, ensuring that younger children feel welcomed and included. They organize sports activities and check in on peers who may need companionship. The school recognizes and nurtures pupils' talents through various clubs focused on sports, music, and the arts, allowing them to explore their interests. Engagement with the local community is encouraged through initiatives like a computer coding club and a theatre group, which help prepare pupils for future educational stages.
The school has made recent improvements to its curriculum and delivery methods. Pupils are often taught in single-age groups for subjects like mathematics, while other subjects are designed to accommodate mixed-age classes. The curriculum is structured to build on prior learning, enabling pupils to retain key knowledge and skills over time. Staff demonstrate strong subject knowledge, although there is inconsistency in how teachers assess pupils' understanding across the school, particularly in early years. This inconsistency can lead to gaps in knowledge not being identified.
Reading skills development is a priority, with a strong emphasis on phonics teaching and fostering a love for reading. Early years children receive a solid foundation, using learned sounds to read accurately. As they progress, most pupils become fluent readers, with few requiring additional support. For those who do need extra help, trained staff and volunteers provide effective reading sessions.
The early years curriculum effectively prepares children for key stage one, focusing on social and emotional skills, especially in light of the pandemic's impact. Children engage in challenges that link to their learning, allowing adults to assess their retention of new and previous knowledge.
The school has improved its system for identifying and monitoring pupils with special educational needs and disabilities. External support is accessed promptly, and pupils have specific targets that are regularly reviewed to ensure they can access the same curriculum as their peers. This approach has led to positive outcomes for pupils with SEND.
Pupils generally exhibit good behavior, supported by a newly implemented behavior policy. They appreciate the rewards associated with house points and maintain high expectations for their conduct. Staff training ensures that teachers are equipped to support pupils with challenging needs, fostering a sense of belonging.
The school values community involvement, with support from local figures and volunteers. Pupils take pride in participating in local events and fundraising for charities. While leaders have made necessary improvements, some staff and parents have expressed a desire for better communication regarding changes. The school’s safeguarding arrangements are effective, with staff trained to recognize and report potential abuse, ensuring that pupils learn how to keep themselves safe.
To enhance its effectiveness, the school must establish a consistent approach to assessing pupils' learning and understanding. Additionally, leaders should seek feedback from staff and parents to ensure that all stakeholders are aligned with the school's vision for improvement.
