Harting CofE Primary School, located in South Harting, Hampshire, underwent an inspection on June 29 and 30, 2022. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also marked as requiring improvement. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision. The previous inspection had rated the school as good.
Pupils at Harting CofE Primary School express happiness and a sense of safety within the small village environment. The staff are described as welcoming, and parents and carers have shared positive feedback about the school, noting a positive transformation under the new headteacher. Pupils exhibit good behavior and report that instances of bullying are rare, with staff effectively addressing any issues that arise. The nurturing and kind nature of the staff contributes to a strong sense of community, where the value of loving others is emphasized throughout the school day.
The school takes advantage of its rural setting, providing pupils with numerous opportunities to engage with nature, such as visiting a local farm for forest school activities and caring for the school’s chickens. Despite the leadership's strong vision, some pupils with special educational needs and/or disabilities (SEND) do not receive a quality education. This is attributed to insufficiently high aspirations for these pupils and a curriculum that has not been effectively adapted to meet their needs. Inconsistent assessment practices in foundation subjects further complicate the situation, as staff may not fully understand what pupils know and comprehend in these areas.
While there are weaknesses in the quality of education, the leadership at Harting CofE Primary School is considered good. The new headteacher and other leaders are aware of the necessary improvements and have begun implementing changes. Effective steps have been taken to enhance reading across the school, including the introduction of a new phonics scheme, with staff receiving thorough training. Daily phonics sessions are well-taught, enabling pupils to learn how sounds blend to form words. Early years children begin phonics instruction from their first week at school, and pupils are encouraged to read for pleasure, utilizing the newly expanded school library.
The curriculum is well-sequenced, outlining how learning should progress step-by-step. For instance, division skills in mathematics are carefully developed. However, leaders acknowledge that assessment in foundation subjects is not as effective, leading to gaps in understanding and learning over time. The welfare needs of pupils with SEND are identified, and they benefit from well-trained staff. Nonetheless, aspirations for these pupils need to be higher, and the curriculum must be adapted more successfully to meet their needs.
The school offers a variety of extracurricular opportunities, including a successful brass band and a gardening club, which fosters environmental awareness among pupils. The headteacher has implemented new systems that have significantly improved behavior, allowing pupils to work without distractions. Staff feel supported and involved in the changes made by leadership, and governors share a clear sense of purpose for the school.
The safeguarding arrangements at Harting CofE Primary School are effective, with pupils learning about various situations that may pose harm. A new safeguarding recording system was introduced, and staff are vigilant in monitoring vulnerable pupils. Overall, while the school has made strides in several areas, it must focus on improving the quality of education for all pupils, particularly those with SEND, and enhance assessment practices in foundation subjects to ensure all pupils can achieve their best outcomes.
