Hardwick Green Primary School Closed - for academy May 31, 2013
phone: 01642 *** ***
headteacher: Mrs Ruth Pickering
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- May 31, 2013
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 441886, Northing: 520971
- GPS coordinates
- Latitude: 54.582, Longitude: -1.3535
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Dec. 12, 2012
- Region › Const. › Ward
- North East › Stockton North › Hardwick
- Urban > 10k - less sparse
- Hardwick Green Primary Academy TS198WF (210 pupils)
- 0.1 miles English Martyrs' Roman Catholic Voluntary Aided Primary School TS198QX
- 0.4 miles Harrow Gate Primary School TS198DE (452 pupils)
- 0.4 miles Abbey Hill School and Technology College TS198BU
- 0.4 miles Abbey Hill School and Technology College TS198BU (309 pupils)
- 0.4 miles Harrow Gate Primary School TS198DE
- 0.5 miles Bishopsgarth School TS198TF (552 pupils)
- 0.6 miles Rosebrook Primary School TS199LF (475 pupils)
- 0.7 miles Whitehouse Primary School TS190TS (402 pupils)
- 0.7 miles Roseworth Primary School TS199LF
- 0.7 miles St Peter and Paul RC Primary School TS199AD
- 0.7 miles St Gregory's Catholic Primary School TS199AD
- 0.7 miles St Gregory's Catholic Primary School TS199AD (276 pupils)
- 0.8 miles St Mark's Church of England Voluntary Aided Junior School, Stockton-On-Tees TS197HA
- 0.8 miles Our Lady and St Bede RC School TS190QH (688 pupils)
- 0.8 miles Greengates Primary Pupil Support Centre TS190JD
- 0.8 miles St Mark's Elm Tree CofE Voluntary Aided Primary School TS197HA (288 pupils)
- 0.8 miles Our Lady and St Bede RC School TS190QH
- 0.8 miles Green Gates Academy TS190JD
- 0.9 miles Redbrook Primary School TS199HJ
- 0.9 miles Elm Tree Infant School TS197LZ
- 0.9 miles Blakeston School - A Community Sports College TS199LT
- 0.9 miles Stockton Sixth Form College TS190QD
- 1 mile St Patrick's Roman Catholic Voluntary Aided Primary School TS197PL (292 pupils)
Hardwick Green Primary School
Elwick Close, Tithe Barn Road, Stockton-on-Tees, County Durham, TS19 8EZ
|Inspection dates||12–13 December 2012|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils get a good start to their time in school. |
Pupils make good progress throughout the
Those pupils entitled to specific money to
The Early Years Foundation Stage provides
activities that effectively promote children’s
personal and social development and also
their speaking and listening skills.
school to leave with standards in Year 6 that
are above average and rising. This is due to
the school’s drive to improve pupils’
meet their needs also make good, and
sometimes excellent, progress. The school is
particularly effective at working with pupils
with a wide range of personal and learning
| Teaching is good overall and occasionally |
Pupils behave well both in and out of lessons
The school’s curriculum is enriched by its
The headteacher provides strong and
outstanding. Teachers are effective at
engaging pupils in lessons through practical
and interesting activities that enable them to
make good progress.
and have a good understanding of how to keep
safe, particularly regarding bullying.
commitment to broadening pupils’ experiences
through visits and visitors related to a variety
determined leadership. She is very well
supported by the deputy headteacher, a strong
leadership team and increasingly effective
| Standards in literacy in the Early Years |
Foundation Stage and English in Key Stage 1
are not as high as they could be. This is
because the teaching of the links between
letters and sounds (phonics) and of writing
does not meet pupils’ needs well enough.
| Teaching is not consistently good or better as |
the pace and use of time in some lessons does
not accelerate pupils’ progress. The needs of
the more-able are not always being well met.
Information about this inspection
- Inspectors observed 26 lessons or parts of lessons and looked at the school’s and local
authority’s reviews of teaching. In addition inspectors observed groups of pupils working with
teaching assistants. They listened to pupils read in Year 2, as well as reading in lessons.
- Inspectors talked to a range of pupils, including the school council, about the school.
- They met with four members of the governing body as well as teaching staff, including senior
and middle leaders.
- The lead inspector met with a local authority representative to discuss the school’s improvement
since the last inspection and the support received by the school.
- There were no responses to the online questionnaire (Parent View) to take into account when
planning the inspection. Inspectors looked at the school’s parental questionnaires to evaluate
parents’ views of the school.
- They observed the overall work of the school and looked at a number of documents including
the school’s data about pupils’ current progress. They looked at documents relating to leadership
and management, safeguarding, behaviour and attendance.
- Inspectors also looked at a range of other evidence including displays and its website. They
completed an analysis of work in books. They also looked at evidence representing the school’s
|David Shearsmith, Lead inspector||Additional Inspector|
|Zoe Westley||Additional Inspector|
Information about this school
- The school is an average-sized primary school.
- An above average proportion of pupils are eligible for the pupil premium.
- A well-above average number of pupils are supported at school action. A well-above average
number of pupils are supported at school action plus or have a statement of special educational
- Almost all pupils are of White British heritage.
- The school has the National Healthy School and Sports Active mark awards.
- The school meets the current government floor standards, which set the minimum expectations
for schools in terms of pupils’ attainment and progress.
- Nursery and Reception children work together as an Early Years Foundation Stage Unit.
- Since the last inspection there have been a significant number of staffing changes.
What does the school need to do to improve further?
- Raise standards in literacy in the Early Years Foundation Stage and English in Key Stage 1 by:
- providing more opportunities for mark-making and writing, particularly at the higher levels, to
meet the needs of the more-able
- developing fluent handwriting skills to accelerate pupils’ progress
- modifying the teaching of the letters that sounds make (phonics ) to more effectively meet
- providing more engaging activities for boys that meet their needs more effectively and help to
increase the rate of their progress.
- Improve teaching so it is consistently good or better by:
- ensuring that marking drives better progress through short, targeted comments and by giving
pupils time to respond
- providing more pace in some lessons and a better use of time to drive faster progress
- enabling pupils to assess their own and others’ learning so they can improve their own
- ensuring that in all lessons the more-able are challenged to make better progress.
|The achievement of pupils||is good|
- The school has put good systems in place that are having a positive impact on pupils’ overall
achievement. Standards are rising due to better teaching and the rigorous checking of pupils’
progress across the school.
- Most children enter the Nursery with skills that are below those typical for their age. They have
specific weaknesses in their early mathematical, reading and writing skills. They make good
progress overall and particularly in their personal development, speaking and listening skills.
- Pupils make good progress overall across Key Stage 1 and reach standards that are broadly
average and improving year on year. Progress in mathematics is particularly strong now as the
school has had a focus on improving pupils’ skills in this area.
- Reading and writing skills are slower to improve across the Early Years Foundation Stage and
Key Stage 1. Having too few opportunities to practise mark-making and write at length leads to
weak letter formation and handwriting skills and also lack of challenge, especially for the more-
able pupils. Boys’ progress lags behind that of girls because they are not enthused to write.
- Recent changes to the teaching of reading are beginning to improve the rate of pupils’ progress
in Key Stage 1 although attainment at the end of Year 2 is still below average. Not all the
youngest children and pupils have a clear understanding about the links between letters and
sounds because the teaching of phonics is not adapted well enough to their different needs.
- Pupils make good progress overall across Key Stage 2. By the time they leave the school, after
accelerated progress in Years 4, 5 and 6, standards are above average and improving in reading,
writing and mathematics.
- Pupils who are entitled to support through pupil-premium funding make good, and sometimes
better, progress as the school has put in place rigorous checks on their development. Effective,
targeted teaching and support have greatly increased their rate of progress.
- Disabled pupils and those with special educational needs also make at least good progress.
Pupils supported at school action and school action plus make particularly good progress. The
school identifies their needs well and then puts supportive plans in place to speed up their
|The quality of teaching||is good|
- The majority of teaching over time is good as the school has focussed on improving its quality.
However, there remain some weaknesses in the opportunities that teachers provide to extend
the reading and writing skills of children and younger pupils.
- Mathematics teaching has improved significantly across the school. This was seen to good effect
in the Reception class. Children were challenged in their mathematics session by recalling the
numbers on their doors at home and using a hundred-square to count upwards to one hundred.
- Teachers use questioning well to promote pupils’ progress and understanding during direct
teaching. They also use it effectively to determine whether pupils have understood the day’s
learning when working in groups, and to challenge their thinking.
- Where teaching is at its best teachers use time effectively. For example, in a mathematics lesson
in Year 1 the pace of learning and clearly set timescales ensured that pupils were on task and
made good progress. This enabled pupils to learn how to add successfully. Sometimes teachers
do not give specific times by which pupils should complete tasks in order to accelerate their rate
- The more-able pupils are not always sufficiently challenged by all teachers. In a reading and
writing session in a lower Key Stage 2 class pupils were using a text to write a description. The
teacher did not have high enough expectations and, consequently, the work set was not
sufficiently matched to pupils’ abilities. As a result their rate of progress was not as good as it
could have been.
- The school has clear systems in place to mark pupils’ work. Where it is used well, as in Year 6,
pupils make accelerated progress. The points for improvement are short and well-targeted and
pupils are given time to improve their work. This is not consistently applied across the school. As
a result pupils’ misunderstandings and areas for improvement are not sufficiently well addressed.
- In the Year 6 class the teacher ensures that pupils know how to be successful in all their
lessons. Opportunities are given for pupils to assess their own and others’ progress. Elsewhere
across the school pupils are not always so aware of their own progress during a lesson. The
school has a good system to enable pupils to know their targets and how well they are
progressing over time, using their ‘learning mountains’.
- Teachers are knowledgeable about their pupils’ learning and progress. They use data well both
to increase pupils’ progress in lessons and through regular reviews of progress with senior staff.
|The behaviour and safety of pupils||are good|
- Pupils enjoy coming to school in this warm, friendly, welcoming environment, where their
personal needs are well met. They say that they enjoy playing with their friends at playtimes and
lunchtimes. The school has very good playground facilities. The pupils have had an input into the
planning of this equipment and this has helped to employ pupils productively in play.
- The school’s curriculum is particularly effective at developing pupils’ personal skills. They have a
very good understanding of all forms of bullying. They say that on the rare occasions it does
occur, all staff members support them well to sort out the problem.
- Relationships in the school are good; pupils relate well to each other and to all staff. Pupils are
well-mannered and are proud of their school. Older pupils support younger pupils in the
playground and all pupils take on responsibility well. The Early Years Foundation Stage is
particularly effective at promoting children’s personal development. They take responsibility for
tidying up and play exceptionally well together.
- Pupils know how to stay safe. They are knowledgeable about keeping safe on the internet and
keeping safe in a variety of different situations, as the school provides regular lessons that
support pupils’ understanding in this area.
- Attendance is above average now as the school works hard to promote pupils’ better
attendance. Most pupils attend well although the school still has a minority who are persistently
absent. The school has good strategies to work with parents and pupils. Where parents engage
well with the school it is having a positive impact.
- Pupils are keen to learn. Teachers and support staff are good at engaging the majority of pupils
in lessons. They are particularly effective in dealing with pupils with challenging behaviour and
have good strategies to keep all pupils on task during lessons.
|The leadership and management||are good|
- Strong and determined actions by the headteacher have ensured that the school continues to
improve. She is well supported by a good deputy headteacher and a leadership team that have
been effective in raising standards.
- Strong teamwork by all staff, harnessed into three school-improvement teams, has been very
effective in enabling the school to improve. The recently appointed leader for mathematics has
been particularly effective in driving up standards in this subject. The school is intending to use
this model to further raise standards.
- The school’s ability to check its own performance is accurate and has identified appropriate
areas for development. Performance management has been used well to support the school’s
overall drive for improvement. It is rigorous, with clear targets and supportive professional
development related to the school’s key areas for improvement.
- The school’s curriculum is well planned and is effective in meeting most pupils’ needs particularly
in terms of widening their horizons and developing their understanding of the wider world.
Funding is used very effectively to enrich the school’s curriculum. Visits and visitors are carefully
planned to mesh into the school’s work to foster pupils’ desire to learn for a purpose.
- The school has forged good links with parents. It strives to engage with all parents and find out
what their views are, particularly those who are reluctant to come into school. Staff take every
opportunity to encourage parents to support the school and their children’s learning.
- The school is developing its partnerships well. It has strong partnerships with a range of support
services which help it to meet very effectively pupils’ specific learning and social needs.
- The school has good systems in place to ensure pupils are safe and secure. All staff have the
pupils’ welfare at the heart of their work and safeguarding meets requirements.
- The local authority has provided good support to the school on its journey of improvement, with
school reviews and specific support to raise standards.
- The governance of the school:
Governors provide good challenge and support to the school. They have a good understanding
of the school’s data including its strengths and areas for development. They are well trained
and have a range of expertise which they use to good effect, including the use of performance
management. They ensure that school finances are used well, including the effective use of
the pupil-premium funding. Governors have ensured that the school continues to improve
through new staff appointments and effective deployment of existing staff.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||111547|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||207|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 November 2010|
|Telephone number||01642 677968|
|Fax number||01642 677977|