Huntington Community Primary School, located in Chester, Cheshire, has been evaluated as a good school following its inspection on June 20 and 21, 2023. The school demonstrates strong relationships between pupils and staff, fostering a sense of community where students feel safe and happy. Pupils express confidence in their friends and the staff, indicating effective support and care. The school has a solid understanding of bullying, with leaders and staff addressing incidents promptly and effectively.
The school is ambitious for all pupils, including those with special educational needs and disabilities, as well as disadvantaged students. The academic, social, and emotional support provided by leaders contributes significantly to pupils' achievements across most subjects. Teachers maintain high expectations for behavior, resulting in a calm classroom environment that allows pupils to focus on their learning. Students are polite, well-mannered, and articulate, demonstrating confidence when interacting with visitors.
Pupils have a good understanding of equality and diversity and take pride in their responsibilities, such as serving on the school council or acting as buddies to younger children. They enjoy a variety of sports and activities during lunchtime, and the school offers numerous visits and after-school activities that enhance their learning experience.
The curriculum at Huntington Community Primary School is ambitious and well-structured, allowing pupils to build on their prior knowledge and skills. Leaders ensure that the curriculum is effectively planned, particularly in English and mathematics, where they monitor its impact on pupils' learning. However, in some other subjects, the checks on curriculum implementation are less developed, which limits subject leaders' understanding of how well pupils retain their learning over time.
Teachers assess pupils' understanding in lessons, identifying those who require additional support. While this approach is effective in English and mathematics, assessment strategies in other subjects are still developing, leading to gaps in understanding regarding what pupils have learned. The teaching of phonics begins in the early years, with a structured approach that helps children develop their reading skills through nursery rhymes and songs. By the end of key stage one, most pupils read fluently and confidently.
In key stage two, leaders focus on developing pupils' comprehension skills in a logical manner, resulting in improved understanding of texts over time. Older pupils read with expression and a strong sense of understanding. The school effectively identifies the needs of pupils with special educational needs, adapting the curriculum to provide appropriate support while ensuring these pupils enjoy the same learning opportunities as their peers.
Children in the early years are familiar with routines that promote safe and purposeful work and play. Across the school, pupils are engaged in their learning and eager to do their best. They benefit from a wide range of extracurricular opportunities, including day trips and residential experiences, and are taught to maintain their health and safety.
Staff express positive views about the teamwork within the school and appreciate that leaders consider their workload when implementing new initiatives. Governors are well-informed about the school and collaborate with leaders to assess the effectiveness of the curriculum in enhancing pupils' knowledge retention.
The safeguarding arrangements at the school are effective, with staff well-trained in procedures to protect pupils from harm. Leaders maintain strong relationships with families and external agencies to secure necessary support. Risk assessments are conducted appropriately, and pupils learn about online safety and the dangers of smoking and alcohol through the curriculum.
To improve further, leaders need to enhance their understanding of the impact of the curriculum in some foundation subjects and develop assessment strategies to ensure that pupils' learning is secure across all areas.
