Ofsted conducted a short inspection of Hodnet Primary School on 28 November 2018, following its previous judgment of good in November 2013. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under the new headteacher Mrs. Penny Lyall, who took up the role in September 2018, has made significant strides in strengthening the leadership team and ensuring a broad and balanced education for pupils. The commitment to pupils' well-being alongside their academic success has resulted in students being well-prepared for the next stage of their education by the end of Year 6.
Despite improvements, the inspection highlighted that pupils do not attain as well in writing as they do in reading and mathematics by the end of key stage 1. The leadership team is aware of this and has included appropriate actions in their improvement plans to enhance writing standards. Pupils express enjoyment in their learning, citing exciting topics and varied activities, such as science experiments and art projects. They appreciate opportunities for outdoor learning and educational visits, which enrich their understanding of the curriculum.
Parental feedback during the inspection was overwhelmingly positive, with parents noting their children's happiness and safety at school. Many praised the leadership for bringing stability since September 2018 and highlighted the approachable nature of the staff and the strong community spirit within the school. Governors are actively involved and have a clear understanding of the school's strengths and areas for improvement. They regularly visit the school to monitor progress and ensure effective safeguarding procedures are in place.
The inspection also focused on the quality of teaching, particularly in key stage 2 writing. Leaders have implemented a consistent approach to teaching writing, and teachers utilize their subject knowledge to enhance pupils' understanding of essential writing skills. Pupils' work demonstrates that they have ample opportunities to produce extended writing linked to their topics. However, some limitations in the amount of writing produced by the most able pupils were noted.
In key stage 1, the quality of teaching was found to be sound, with teachers planning lessons that build on pupils' prior knowledge. Pupils are making good progress in their writing, particularly in punctuation, grammar, and spelling. The use of pupil premium funding has been closely monitored, and interventions are provided for disadvantaged pupils at risk of falling behind. The assessment information indicates that disadvantaged pupils are now making good progress, with no significant differences in progress rates compared to their peers.
The curriculum is broad and balanced, designed around pupils' interests and aligned with national requirements. Leaders have carefully sequenced learning in subjects like science, allowing pupils to build their knowledge progressively. Opportunities for applying reading, writing, and mathematical skills across various subjects are evident, although consistency in challenging the most able pupils across all year groups remains an area for development.
In summary, Hodnet Primary School continues to provide a good quality of education, with effective leadership and a strong commitment to pupil well-being. While there are areas for improvement, particularly in writing attainment and ensuring consistent challenge for the most able pupils, the school is well-positioned to build on its successes and address these challenges moving forward.
