Golden Flatts Primary School, located in Hartlepool, underwent an inspection on November 9 and 10, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, personal development, and leadership and management also receiving similar ratings. However, the behavior and attitudes of the pupils were deemed good, and early years provision was rated as good as well.
The school fosters nurturing relationships between staff and pupils, creating a safe environment where students feel supported. Pupils express a sense of belonging, often describing the school as a family. They adhere to the school's code of conduct, which emphasizes being ready, respectful, and safe, and they enjoy their learning experiences. Despite these positive aspects, the school faces challenges in delivering a consistent quality of education. Recent changes, including the introduction of mixed-age classes and new teachers, have prompted leaders to revise the curriculum. However, these ambitions have not yet translated into improved educational outcomes for all pupils.
Some staff members struggle to ensure that pupils retain essential information, and certain lessons do not effectively facilitate the acquisition of new knowledge. Consequently, some pupils find it difficult to make connections in their learning and remember key concepts. In the early years, children adapt well to school life and engage in enjoyable activities, such as singing and exploring their local community. However, there is a noted deficiency in pupils' understanding of diverse faiths and cultures, as they have had limited exposure to learning about these topics.
Leaders are actively working to enhance various aspects of the school's operations. Since the onset of the COVID-19 pandemic, there have been leadership changes, and new teachers have joined the staff. The curriculum has been redesigned to better accommodate mixed-age classes, and while improvements are underway, the quality of education remains a concern. The curriculum is still in the early stages of development, particularly in subjects like mathematics, science, and history, where specific knowledge requirements are not clearly defined.
Reading is prioritized within the school, with daily phonics instruction starting in Reception. Pupils are encouraged to develop a love for reading through story times and access to a variety of books. However, some teachers do not consistently utilize assessment effectively to gauge pupils' understanding, leading to mismatched tasks that can hinder learning. The early years curriculum is well-structured, and staff demonstrate strong knowledge of child development, ensuring that children's learning builds progressively.
Leaders responsible for supporting pupils with special educational needs and disabilities collaborate effectively with parents and external agencies to address individual needs. The school promotes health and well-being, teaching pupils about the importance of physical and mental health. However, there is a gap in pupils' understanding of cultural differences and British values, which may leave them unprepared for life in modern Britain.
The governing body shares the leaders' ambitions for the school, and there is a strong sense of teamwork among staff. Leaders provide support and training to staff, who feel valued and part of a cohesive team. The inspection highlighted the need for continued development of the curriculum to ensure that all pupils receive a comprehensive education that prepares them for future challenges. The safeguarding arrangements in place are effective, with staff trained to recognize and respond to concerns regarding pupil welfare. Overall, while the school has made strides in certain areas, significant work remains to enhance the educational experience for all pupils.
