Hunstanton Primary School, located in Norfolk, has been recognized as a good school following its inspection on July 2 and 3, 2024. The school is characterized by a welcoming and inclusive environment where pupils feel happy and engaged in their learning. There is a strong sense of community, and students demonstrate politeness and courtesy, particularly towards visitors. The school prioritizes safety, ensuring that pupils know they can rely on adults for support. While most students exhibit good behavior, a small number require additional assistance, which the school provides effectively, leading to improvements in their conduct.
The curriculum at Hunstanton Primary School aligns with its motto of succeed, enjoy, and aspire. Pupils are motivated to excel, understanding that their teachers hold high expectations for them. The school offers numerous opportunities for students to explore their interests and talents through a variety of clubs, including impressive sporting and performing arts activities. Leadership roles are also available for pupils, fostering a sense of responsibility and engagement.
Recent changes within the school have been beneficial for pupils, although some parents have expressed a desire for more stability regarding teacher assignments. The school is actively working to address these concerns. A key focus for the school is the development of proficient readers. Staff receive the necessary training to teach reading effectively, and the phonics program is successful. Children begin learning phonics in Reception, and the books they read correspond to their phonics knowledge, allowing them to practice and apply their skills. Support is readily available for pupils who may struggle to keep up, enabling them to catch up quickly.
The curriculum is designed to be broad and ambitious, catering for the needs of the pupils. It emphasizes local knowledge and pride in the community of Hunstanton and Norfolk. However, in some subjects, the curriculum does not always build on prior knowledge effectively, which can hinder deeper understanding. Some subject leaders are new and have not yet had the opportunity to assess whether pupils are learning as intended, leading to inconsistencies in learning experiences across subjects.
Pupils with special educational needs and disabilities receive effective support, with the school promptly identifying their needs and making necessary adaptations to facilitate their learning alongside peers. The revised behavior policy is positively impacting student behavior, with staff maintaining high expectations and a consistent approach to behavior management. The importance of behavior is instilled from early years, and staff feel supported in managing behavior effectively.
Leaders monitor attendance rigorously and emphasize its importance to families. Despite recent improvements, some pupils still miss school too frequently, which affects their learning and social development. The school takes pride in its provision for personal development, with a strong ethos reflected in assemblies and various enrichment opportunities. Pupils engage in leadership roles and participate in a well-structured personal, social, health, and economic education program.
Leaders are considerate of staff workload, ensuring a balanced approach to their responsibilities. Governors provide a supportive and challenging environment for school leaders. The safeguarding arrangements are effective, ensuring the safety and well-being of all pupils. To improve further, the school must ensure that the curriculum is well-defined and sequenced in all subjects, allowing pupils to build complex knowledge effectively. Subject leaders need opportunities to monitor learning to ensure consistency and quality across the curriculum.
