Hathern Church of England Primary School, located in Loughborough, Leicestershire, has been recognized as a good school following its inspection on March 29 and 30, 2022. The school is characterized by a close-knit community where pupils feel happy and secure. They appreciate the familiarity among staff and students, which fosters a respectful environment where diverse opinions are valued. The curriculum is engaging, with pupils showing a keen interest in their studies. For instance, older students articulate their understanding of historical events like the Viking raids, while younger students explore geographical changes through map studies. Outdoor learning is also emphasized, with activities such as forest school sessions allowing pupils to connect with nature by growing vegetables and climbing trees.
Behavior at the school is exemplary, creating a calm atmosphere conducive to learning. Pupils understand the significance of setting a positive example and actively embody the school’s ethos of Cooperation, Awareness, Respect, and Enjoyment. They look forward to various activities, including residential trips, and report that instances of bullying are rare, trusting that staff will address any issues promptly. The school plays a vital role in the local community, with parents expressing satisfaction regarding their children's happiness and safety. One parent described it as a wonderful village school with a supportive, family-like atmosphere.
The leadership team has successfully developed a broad and relevant curriculum, identifying key knowledge and skills across subjects. Curriculum leaders are passionate, although some are new to their roles and may lack the expertise needed for effective subject leadership. The school promotes a strong reading culture, with pupils eager to read and access a well-curated library. Reading is prioritized from the start of Reception, ensuring that younger pupils receive books that match their phonetic knowledge, fostering confidence and enthusiasm in reading. Older pupils demonstrate fluency and receive appropriate support if they fall behind.
Teachers are committed to revisiting essential knowledge across subjects, ensuring that pupils build on their understanding. For example, in science, pupils apply their knowledge of forces to practical activities. However, there are instances where planned activities do not sufficiently allow pupils to practice important skills. Teachers adapt their methods to support pupils with special educational needs and disabilities, ensuring they have access to an ambitious curriculum. Leaders are proactive in identifying and providing necessary support for these pupils.
The school prepares pupils for life in modern Britain by offering experiences that promote understanding of different cultures and faiths. Pupils learn about diversity and the importance of equality. They take on various responsibilities, such as house captains and assembly helpers, and participate in sporting competitions, fostering a sense of pride in their achievements.
In the Reception class, positive relationships between children and adults are evident. Teachers create engaging activities that align with the early years curriculum, encouraging cooperation and listening skills. The leadership team is supported by effective governance, ensuring that decisions made contribute to the school’s ongoing improvement. Staff express pride in their work environment, feeling valued and supported, and appreciate the high-quality training provided.
The safeguarding arrangements at the school are robust, with staff receiving regular training and promptly addressing any concerns regarding pupil welfare. Pupils feel safe and learn about maintaining safety in various contexts, including online environments. While the school is performing well, there are areas for improvement, particularly in providing opportunities for pupils to apply their knowledge across subjects and ensuring that all subject leaders possess the necessary expertise to enhance their areas of responsibility.
