Ofsted conducted a visit to Harpur Hill Primary School on 8 October 2020, following the government's directive for schools to fully reopen to all pupils in September 2020. The visit was part of a broader initiative to assess how schools were managing the return to full education after the disruptions caused by the COVID-19 pandemic. The visit was not an inspection, and no graded judgments were made. Instead, it aimed to gather insights into the school's operations during this challenging period.
During the visit, discussions were held with the headteacher, the deputy headteacher, and the mathematics leader. However, due to protective measures in place, inspectors did not speak with pupils. The context of the visit was significant, as it was part of Ofsted's efforts to understand the impact of the pandemic on education across a wide range of schools, including those in various settings and communities.
The school had reopened fully on 3 September 2020, and attendance was reported to be in line with the school's typical figures for this time of year. Leaders at the school provided support to families who had concerns about returning to school, ensuring that all pupils were expected to attend full-time. While the school was delivering its usual curriculum, some planned educational visits were canceled, and certain physical education activities, such as swimming and contact sports, were not being taught. The school leadership expressed intentions to resume the full curriculum by the summer term of 2021.
To assess the impact of the extended break in formal schooling, staff conducted assessments in reading, phonics, and mathematics to determine pupils' new starting points. It was noted that pupils in Reception and Years 1 and 2 had missed significant teaching during the summer term, leading to gaps in their knowledge. Staff were addressing these gaps by revisiting missed content in daily phonics sessions, including for pupils now in Year 3. Additionally, class libraries were established to encourage reading both in school and at home.
In mathematics, teaching was adapted to accommodate the new starting points of pupils, with a focus on addressing knowledge gaps in basic number concepts and place value for younger year groups. For older pupils, the emphasis was on arithmetic and multiplication tables. Leaders and staff identified missed content across all subjects and adjusted the curriculum topics accordingly to incorporate these elements.
Communication with parents was prioritized, with weekly outlines provided regarding what was being taught in each year group. This included suggested activities for pupils to undertake remotely if necessary. The visit concluded without any significant concerns being identified, and the information gathered would contribute to Ofsted's national reporting on the education sector's response to the pandemic.
The insights gained from this visit are intended to inform future policy and support the ongoing efforts of schools to provide quality education in the wake of unprecedented challenges. The collaborative approach taken by the school leadership and staff in addressing the needs of their pupils during this time was commendable, reflecting a commitment to ensuring that all students receive the support they need to succeed academically. The visit underscored the importance of adaptability and responsiveness in education, particularly in the context of the ongoing effects of the COVID-19 pandemic.
