Ofsted conducted a short inspection of Hopping Hill Primary School on 7 March 2019, following its previous judgment of good in October 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under the guidance of Headteacher Ms. Samantha Phillips, has effectively identified the school’s strengths and areas for improvement. Leaders at all levels are dedicated to high-quality teaching and support for pupils, ensuring that complacency is not tolerated and that the school continues to progress.
Governors play a crucial role in challenging the school’s leaders, utilizing their skills to analyze performance data and ask incisive questions. This collaborative approach has led to a focus on appropriate actions for improvement. The school has established effective systems for monitoring teaching quality, which has contributed to pupils achieving well, particularly in mathematics. However, there are ongoing challenges in improving reading outcomes, especially for some pupils who continue to underachieve.
The school has implemented a whole-class reading program that encourages frequent reading and engagement with high-quality texts. Pupils report enjoying reading and are developing their vocabulary and comprehension skills. The emphasis on pupils’ welfare is evident, as they feel safe and happy at school, with strong behavior and mutual respect among peers. Parents express satisfaction with the school environment, highlighting its supportive community.
Leaders have made significant strides in addressing previous areas for improvement, particularly in mathematics. However, reading progress remains a concern, particularly for the most able and middle-ability pupils. The inspection focused on reading due to its historical underperformance compared to other subjects. Leaders have revised their approach to teaching reading, providing teachers with guidance and resources to enhance comprehension skills. Pupils appreciate the interactive nature of reading lessons, which foster critical thinking and vocabulary development.
The inspection also examined the attainment and progress of disadvantaged pupils, who have historically underperformed in reading, writing, and mathematics. The school has implemented various strategies to support these pupils, ensuring they have access to learning opportunities and enrichment activities. Evidence from pupils' work indicates that disadvantaged pupils are making good progress, although further efforts are needed to address remaining gaps.
Phonics instruction is a strength of the school, with staff effectively engaging pupils in learning tasks that enhance their understanding of sounds and letters. The organization of phonics teaching allows for targeted support, enabling pupils to read with fluency and comprehension. Staff training has been comprehensive, equipping teachers with the skills necessary to promote higher-order reading skills.
Moving forward, leaders and governors are encouraged to continue providing support and challenge to ensure all pupils, particularly disadvantaged ones, make accelerated progress in reading. Additionally, further development of the wider curriculum is necessary to provide pupils with diverse cultural experiences. The inspection findings highlight the school’s commitment to improvement and the positive impact of its initiatives on pupil learning and well-being.
