Halterworth Primary School, located in Romsey, Hampshire, was inspected on 31 October and 1 November 2023. The overall effectiveness of the school was rated as good across all key areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The headteacher, Julie Bray, leads the school, which is part of the University of Winchester Academy Trust. The trust is co-led by Julie Bray and Nicola Wells, with oversight from a board of trustees chaired by Tommy Geddes.
This inspection marked the first routine evaluation of the school since it was last inspected 13 years ago, when it received an outstanding rating under a previous framework. The long gap between inspections was due to the school being exempt from routine evaluations until November 2020. The current inspection reflects the school's performance under the latest framework and considers any changes since the last graded inspection.
Pupils at Halterworth Primary School exhibit enthusiasm for attending school daily. They are encouraged to be curious and creative, expressing their learning in various ways. The school fosters a culture of high expectations, and pupils respond positively, particularly excelling in core subjects. The learning environment is conducive to education, with minimal disruption from poor behaviour. The well-being of pupils is prioritized, and they feel safe and supported, often engaging with staff in informal settings, such as walking the school dog.
The school offers a wide range of extracurricular activities, allowing pupils to explore their interests and talents. These activities include sports, arts, and music, with a commitment to ensuring every pupil has the opportunity to learn an instrument, perform, and participate in sports teams. Parents and carers express high levels of satisfaction with the school, highlighting the nurturing of individual talents.
The curriculum is well-structured, enabling pupils to learn effectively across most subjects. It is designed to build knowledge and skills progressively, with a strong emphasis on early years education. Teachers actively check for understanding and adapt their teaching to address misconceptions. Pupils with special educational needs are identified promptly, and lessons are tailored to ensure all students can succeed.
Reading instruction is particularly strong, with a well-planned curriculum that supports all pupils, including those who struggle. However, there are areas for improvement, particularly in a few foundation subjects where the curriculum lacks coherence and depth. This inconsistency can hinder pupils' progress in these subjects.
The school aims to connect classroom learning with real-world experiences, providing educational visits and outdoor learning opportunities. Pupils enjoy participating in residential trips and engaging in outdoor activities that enhance their learning.
While behaviour is generally good, there is variability in the effectiveness of the personal, social, health, and economic education curriculum. Some pupils find it challenging to recall their learning in this area and apply it to their daily lives. The school has recently updated its values, and pupils are quickly learning to understand and embody these principles.
Trustees and leaders have a clear vision for the school and a realistic understanding of its strengths and areas for development. They are mindful of staff workload when implementing changes and prioritize professional development to support staff.
The safeguarding arrangements at Halterworth Primary School are effective, ensuring a safe environment for all pupils. To improve further, the school should focus on enhancing the planning and delivery of the curriculum in certain foundation subjects and refining the PSHE curriculum to ensure pupils retain and apply their learning more effectively.
