Hunloke Park Primary School, located in Wingerworth, Chesterfield, Derbyshire, underwent an inspection on March 19 and 20, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and weakness identified. The quality of education was also deemed to require improvement, while behavior and attitudes, personal development, and early years provision were rated as good. Leadership and management were found to require improvement as well.
Pupils at Hunloke Park Primary School generally express happiness and feel safe due to strong relationships with staff. They engage in various opportunities, such as participating in the school council and charity fundraising. While leaders maintain high expectations for pupils, there are inconsistencies in achievement across subjects. In particular, phonics instruction lacks adequate monitoring, leading to gaps in knowledge, especially for pupils with special educational needs and disabilities. Some pupils with complex needs do not receive a curriculum that meets their requirements, hindering their progress.
Classroom environments are calm, allowing for focused learning without disruptions. Pupils demonstrate kindness towards one another and enjoy positive interactions during breaks. Older students take pleasure in listening to younger peers read, fostering a sense of community. The school promotes democratic values through activities like voting for shared reading materials, enhancing pupils' engagement with literature.
The school places a strong emphasis on attendance, with most pupils attending regularly. Leaders closely monitor attendance and work collaboratively with parents to address any barriers. The curriculum is broad and balanced, with clear expectations for knowledge acquisition. However, in some subjects, staff do not consistently adhere to the planned curriculum, resulting in gaps in pupils' understanding. The structured reading program is in place, but phonics lessons sometimes lack effective assessment and correction of errors, leading to slower progress in reading for some pupils.
The early years curriculum is well-structured, promoting healthy habits and physical development through both indoor and outdoor activities. Children in early years demonstrate good social skills, sharing and collaborating effectively. The school identifies the needs of pupils with special educational needs well, but the work provided does not always align with their individual requirements, impacting their overall achievement.
Pupils show a strong understanding of various world faiths and cultures, participating in visits to places of worship and engaging with religious leaders. The school fosters respect for diversity and equality, offering a range of extracurricular clubs to broaden pupils' interests. High-quality pastoral support is evident, with pupils feeling cared for and supported by staff. Parents appreciate the school's role in the community.
Leaders actively seek external support for improvement and are aware of the school's priorities. However, the implementation of improvement plans is not always timely, and governors do not consistently hold leaders accountable for progress. Staff report feeling supported, with attention given to their well-being and professional development.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school must ensure that the phonics program is delivered as intended and that interventions are monitored for effectiveness. Additionally, the curriculum for pupils with special educational needs must be better tailored to their needs. Leaders need to take decisive action to address identified areas for improvement swiftly, ensuring that all pupils receive the high-quality education the school aims to provide.
