Age group
411
Inspection date(s)
2324 February 2012
Inspection number
378510
Hayfield Primary School
Inspection report
Unique reference number
112554
Local authority
Derbyshire
Inspection number
378510
Inspection dates
2324 February 2012
Lead inspector
Derek Aitken
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school
Primary
School category
Community
Age range of pupils
411
Gender of pupils
Mixed
Number of pupils on the school roll
201
Appropriate authority
The governing body
Chair
Richard Noakes
Headteacher
Claire Fisher
Date of previous school inspection
17 June 2009
School address
Swallow House Lane
Hayfield
High Peak
SK22 2HB
Telephone number
01663 742357
Fax number
01663 742357
Email address
office@hayfield.derbyshire.sch.uk
Inspection report:
Hayfield Primary School, 2324 February 2012
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Inspection report:
Hayfield Primary School, 2324 February 2012
Introduction
Inspection team
Derek Aitken
Additional inspector
Jonathan Sutcliffe
Additional inspector
This inspection was carried out with two days’ notice. Inspectors visited fourteen
lessons taught by nine teachers. Scrutinies of pupils work in English and
mathematics were carried out. Meetings were held with groups of pupils, members
of the governing body and staff. Inspectors took account of the responses to the on-
line questionnaire (Parent View) in planning the inspection. They observed the
school’s work, and looked at documents, including policies and procedures relating to
the safeguarding of pupils, self-evaluation records and assessment information. The
inspectors analysed responses to questionnaires from 79 parents and carers, 111
pupils and 18 staff.
Information about the school
Hayfield Primary is a little smaller than most primary schools. A very large majority of
pupils are from White British backgrounds. The proportion of pupils known to be
eligible for free school meals is low. The percentage of disabled pupils and those who
have special educational needs is average. The school provides for children in the
Early Years Foundation Stage through one Reception class.
The school meets the current government floor standard. The school holds the Basic
Skills Quality Mark award.
A before- and after-school club (Hayfield Fun Club) operates on the school site. This
is managed by an independent provider and is subject to a separate inspection.
Inspection report:
Hayfield Primary School, 2324 February 2012
Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
Inspection judgements
Overall effectiveness
2
Achievement of pupils
2
Quality of teaching
2
Behaviour and safety of pupils
2
Leadership and management
2
Key findings
This is a good school, which has made improvements in key areas since the last
inspection. The school’s overall effectiveness is not outstanding because some
minor discrepancies remain, both in the quality of pupils’ achievement and the
consistency of teaching.
Pupils achieve well throughout their time in school. They leave school at the
end of Year 6 with attainment that is above average. Progress is slightly better
in English than in mathematics, because there are fewer good opportunities for
pupils to reinforce and extend their problem-solving and investigative skills in
the subject.
Teaching is good overall, with some outstanding elements, such as lively pace
and focused questions which probe pupils’ thinking. Good relationships between
staff and pupils promote a purposeful climate for learning. Where teaching is
occasionally satisfactory, methods do not fully engage pupils’ attention and
planning lacks the sharpness needed to ensure pupils are fully challenged.
Pupils behave well. Reception children possess a good range of vocabulary and
this helps them forge trusting relationships with their peers and adults. Most
pupils are keen to help each other and collaborate well in shared activities.
Pupils are polite and courteous to visitors. Pupils, and their parents and carers,
feel that the school is a safe place in which to learn. The school works
successfully to maintain attendance at above-average levels.
Leaders, under the expert and determined guidance of the headteacher, have
strong aspirations for pupils’ achievement. Over the last two years a
combination of more robust monitoring systems and well-chosen curricular
initiatives have raised the quality of teaching and pupils’ attainment, especially
in English. The quality of safeguarding policies and practices is a notable
strength of the school’s work.
Inspection report:
Hayfield Primary School, 2324 February 2012
Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
What does the school need to do to improve further?
Accelerate pupils’ progress in mathematics by:
further developing opportunities for pupils to use and apply their
mathematical skills in problem-solving and investigative tasks.
Further improve the quality of teaching by:
ensuring that all lessons are precisely planned to sustain pupils’ attention
and to provide a consistently high level of challenging work for pupils.
Main report
Achievement of pupils
Parents and carers are correct in their view that their children achieve well in the
school. Children’s attainment on entry to Reception is broadly in line with national
expectations. They make good progress overall and markedly so in their personal
development. Recent redevelopment of the outdoor area has supported
improvement in children’s knowledge and understanding of the wider world and their
creative skills. Pupils’ attainment and rates of progress rise steadily from Year 1 and
this is sustained well until the end of Year 6, when attainment is above average.
Pupils are working typically one term ahead of their national peers. In most years,
including the current Year 6, boys and girls achieve equally well. All groups of pupils
make good progress in lessons. Disabled pupils and those who have special
educational needs, and the less-able pupils, are challenged and supported well and
also make good progress. They typically attain more highly than their national peers.
For example, in a good Year 2 lesson, these pupils successfully sequenced a story
orally and in writing with the help of pictures and accurately predicted what was
going to happen next.
An increasing range of opportunities to develop pupils’ literacy skills have had a
significant impact on improving pupils’ reading skills in Key Stage 1 so that, by the
end of Year 2, pupils’ attainment in reading is above average. More-able pupils read
fluently and can recount plot-lines in detail. They have a clear understanding of
strategies for decoding unfamiliar words before sounding them out, and for inferring
the meaning of these words from context. Less-able pupils typically read accurately,
paying some attention to intonation and expression. By the end of Year 6, pupils’
attainment in reading is similarly above average, supported well by short sessions
with adult volunteers in school. Pupils benefit from well-planned opportunities to
develop their writing skills in Key Stage 2, for example in composing biographies and
formal letters. New approaches have been particularly successful in motivating boys
to write in greater depth and variety. Pupils demonstrate a good capacity for
calculating accurately in basic mathematical operations and more-able pupils in Year
4 work confidently on straightforward data interpretation tasks. Opportunities for
Inspection report:
Hayfield Primary School, 2324 February 2012
Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms
pupils to practise their problem-solving and investigative skills are not so consistently
well planned throughout the curriculum. This means that pupils have fewer
opportunities for applying their knowledge in new contexts.
Quality of teaching
Parents and carers rightly believe that pupils are taught well, and their children fully
agree. Teachers’ good expectations for pupils’ progress and behaviour foster secure
relationships and pupils’ spiritual, social and moral development. The curriculum
provides a good framework for teachers’ planning. This is clear, and, for the most
part, well thought out to provide opportunities to support pupils’ learning, especially
in literacy. Topic lessons which draw on the resources of the community, artefacts
linked to other faiths, such as Buddhism, and eco-initiatives promote pupils’
understanding of local citizenship and cultural development well. Lesson are typically
characterise