Harefield Primary School, located in Southampton, Hampshire, underwent an inspection on March 26 and 27, 2024. The overall effectiveness of the school was rated as requiring improvement, a significant change from its previous outstanding status. The quality of education, behavior and attitudes, and early years provision were all assessed as requiring improvement, while personal development and leadership and management were rated as good.
The headteacher, Sian Carr, leads the school, which is part of the Hamwic Education Trust. The trust is overseen by CEO Robert Farmer and a board of trustees chaired by Alice Wrighton. The school has not been inspected for 13 years, and the long gap was due to legal exemptions from routine inspections. The current inspection reflects the changes that have occurred since the last graded inspection.
Pupils at Harefield Primary School generally enjoy attending school and appreciate the community atmosphere. They understand the importance of supporting one another and are responsive to the school's efforts to establish high expectations for behavior and learning. However, instances of poor behavior disrupt learning, preventing many pupils from acquiring the necessary knowledge and skills for their future education. While staff are supportive and understand the needs of their pupils, including those with special educational needs and disabilities, the overall learning environment requires improvement.
The school has made strides in enhancing reading and writing skills among pupils. Teachers are developing a better understanding of how to support reading, and targeted small-group sessions are helping those who need extra assistance. However, many pupils still struggle with writing, including spelling, grammar, and letter formation. The leadership team is focused on addressing these issues.
While some staff demonstrate effective teaching practices, there is inconsistency across the school. Not all teachers check pupils' understanding adequately, which hinders the ability to build on prior knowledge. The leadership is aware of this and is providing training and support to improve teaching quality. Additionally, the early years curriculum requires urgent attention, as it currently does not adequately prepare children for key stage one.
Behavior management is another area needing improvement. Disruptive behavior affects learning time, and staff expectations vary, leading to inconsistencies in how behavior is managed. The school is prioritizing the establishment of clear behavior expectations and support for pupils who struggle with self-regulation.
Attendance has been a concern, but the school has implemented effective systems to monitor and promote good attendance, resulting in improvements, particularly among disadvantaged pupils. The school recognizes the broader challenges faced by its pupils and their families and has developed strategies to provide additional support.
Leaders have a clear understanding of the school's needs and are taking steps to improve the quality of education. While progress is being made, continued focus is necessary to ensure that pupils receive a good education. The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils.
In summary, Harefield Primary School is in a period of transition, working to address areas of concern while building on its strengths. The leadership team is committed to improving the educational experience for all pupils, ensuring they are well-prepared for their future academic journeys.
