Hartford Manor Primary School and Nursery, located in Northwich, Cheshire, was inspected on April 18 and 19, 2023. The overall effectiveness of the school was rated as good, with similar ratings for the quality of education, behavior and attitudes, personal development, and leadership and management. However, the early years provision was noted to require improvement. The school has maintained a good rating since its previous inspection in November 2017.
Pupils at Hartford Manor are described as happy, polite, and welcoming to visitors. They feel safe and well cared for, with a culture established by leaders that encourages open communication about concerns or worries. Staff are familiar with the pupils and their families, and any incidents of unkindness or bullying are addressed promptly. Leaders have high expectations for pupil achievement, including those with special educational needs and disabilities, although these expectations are not consistently communicated in the early years curriculum. The early years curriculum does not adequately prepare children for the next stage of their learning.
The behavior of pupils is commendable, as they respond positively to the high expectations set by staff. The school environment is calm, allowing pupils to focus on their learning with minimal disruptions. Pupils enjoy a variety of extracurricular activities, including clubs for cricket, fencing, and science, as well as residential trips that enhance their learning experiences and foster relationships.
The curriculum is designed to identify ambitious end points for pupil achievement across various subjects. In areas where the curriculum is well developed, it clearly outlines what pupils are to learn and when. However, in some subjects still in the early stages of development, leaders have not sufficiently detailed the smaller chunks of knowledge necessary for pupils to achieve depth in their understanding. Consequently, some pupils do not develop the depth of knowledge expected.
Assessment strategies employed by teachers are generally effective and support pupil learning. In the early years, children are introduced to reading in a supportive environment, and while there is a focus on early writing and mathematics, other areas of learning have not received the same level of attention. This oversight limits children's readiness for a successful transition to Year 1.
Reading is prioritized throughout the school, with children in the nursery encouraged to engage with nursery rhymes and books. As they progress, they develop a solid understanding of phonics, supported by well-trained staff who monitor pupil progress and provide additional support when needed. Older pupils take on the role of reading buddies, fostering a sense of responsibility and community.
Leaders effectively identify the needs of pupils with special educational needs and disabilities, ensuring that staff understand these needs and adapt activities accordingly. Pupils with more complex needs receive tailored support from trained adults. Overall, pupils demonstrate good behavior during lessons and throughout the school, although some may not consistently adhere to school rules in the absence of an adult.
Pupils have a solid understanding of fundamental British values and learn about different faiths through their religious education curriculum. They celebrate diversity and respect differences. Older pupils enjoy taking on additional responsibilities, contributing positively to the school community.
Governors are well-informed about the school and its community, fulfilling their duties while providing appropriate support and challenge to leaders. Staff express pride in their work and share the ambition for all pupils. Parents and carers who provided feedback indicated a strong likelihood of recommending the school to others.
The safeguarding arrangements at Hartford Manor are effective, with a strong culture of safeguarding established by leaders. Staff are well-trained to identify and report concerns, and leaders collaborate with external agencies to support vulnerable pupils and their families. Pupils are educated on how to keep themselves safe in both real and online environments.
To improve, leaders need to ensure that the curriculum in a few subjects clearly outlines the knowledge pupils should acquire to reach ambitious end points. Additionally, a coherent and well-ordered curriculum across all areas of learning in the early years is necessary to provide a strong foundation for future learning.
