Hartford Community Junior School
phone: 01480 454695
headteacher: Mrs MIM Piper
240 pupils capacity: 93% full
120 boys 54%
105 girls 47%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 524774, Northing: 272540
- GPS coordinates
- Latitude: 52.337, Longitude: -0.1701
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 11, 2014
- Region › Const. › Ward
- East of England › Huntingdon › Huntingdon East
- Urban > 10k - less sparse
- Free school meals %
- Hartford Infant School PE291UL (179 pupils)
- 0.1 miles Spring Common School PE291TQ (153 pupils)
- 0.1 miles Mayfield School PE291NL
- 0.1 miles The County School PE291NL (45 pupils)
- 0.4 miles Huntingdon Nursery School PE291AD (129 pupils)
- 0.4 miles Huntingdon Junior School PE291AD
- 0.4 miles Huntingdon Infants School PE291AD
- 0.4 miles Thongsley Infant School PE291PE
- 0.4 miles Thongsley Junior School PE291PE
- 0.4 miles Huntingdonshire Regional College PE291BL
- 0.4 miles Thongsley Fields Primary and Nursery School PE291PE (322 pupils)
- 0.4 miles Huntingdon Primary School PE291AD (408 pupils)
- 0.5 miles Hartford Learner Centre PE291XX
- 0.6 miles St John's CofE Primary School PE297LA (271 pupils)
- 0.7 miles St Peter's School PE297DD
- 0.7 miles Springfields Special School PE291QW
- 0.7 miles St Peter's School PE297DD (1102 pupils)
- 1 mile Stukeley Meadows Primary School PE296UH (380 pupils)
- 1.1 mile Godmanchester Primary School PE292AG
- 1.1 mile Godmanchester Primary School PE292AG (412 pupils)
- 1.4 mile Hinchingbrooke School PE293BN
- 1.4 mile Hinchingbrooke School PE293BN (1875 pupils)
- 1.5 mile Cromwell Academy PE296JA
- 1.6 mile St Anne's CofE Primary School PE292WW (212 pupils)
Hartford Community Junior
Mayfield Crescent, Huntingdon, PE29 1UL
|Inspection dates||11–12 June 2014|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Previous inspection:||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
The school has the following strengths
| In 2013, many pupils underachieved in the |
Pupils across all year groups and subjects do
Pupils who are supported by additional
Disabled pupils and those who have special
Pupils do not have enough opportunities to
Year 6 national tests, particularly in
not consistently make good progress.
funding are not making as much progress in
mathematics as they are in reading and
educational needs do not always make as
much progress as other pupils in writing and
develop their writing and mathematical skills
in other subjects.
| Teaching has not been consistently good. |
Work is not always hard enough for the most-
Teachers’ marking is not as helpful as it should
Leaders do not check precisely enough how
Sometimes, teachers and teaching assistants
do not insist that pupils complete as much
work as they are capable of in the time
be in guiding pupils to improve their work.
well teaching helps some groups of pupils to
make more rapid progress.
| The school is improving strongly because |
Pupils behave well. They are polite, well
more teaching is good. As a result, many
pupils are currently making good progress,
particularly in reading.
mannered and courteous. The school ensures
that pupils are safe and that they have a
good understanding of safety-related issues.
| Leaders are successfully making strong |
The governing body provides good support and
improvements to teaching and achievement.
They make sure that behaviour and safety are
challenge to the school. Governors know the
school well and are successfully influencing
improvements in achievement and teaching.
Information about this inspection
- Inspectors observed teaching in 14 lessons, six of which were jointly observed with one of the
senior leaders. The inspection team also made several short visits to other lessons to check on
the progress and behaviour of different groups of pupils.
- Meetings were held with two groups of pupils from all year groups. Other meetings were held
with members of the governing body and with senior leaders and staff. The lead inspector held a
meeting with a representative from the local authority.
- Inspectors analysed the 29 responses to the online questionnaire, Parent View. They also
analysed returns to a questionnaire that the school uses and spoke to parents as they brought
their children to school.
- Inspectors observed the work of the school and looked at a number of documents, including
those relating to the monitoring of teaching and the targets set for teachers to improve their
work. They also looked at records relating to: attendance, behaviour, bullying and safeguarding.
In addition, they examined the school’s improvement plan and data on pupils’ progress.
|Richard Sutton, Lead inspector||Additional Inspector|
|Renee Robinson||Additional Inspector|
Information about this school
- The school is of similar size to others of its type.
- Most pupils are White British. The proportion of pupils who have ethnic minority heritages is
below average, as is the proportion who speak English as an additional language.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average. The proportion supported through school action plus or
with a statement of special educational needs is also above average.
- The proportion of pupils supported through the pupil premium, which is additional funding given
to schools for pupils in care and those known to be eligible for free school meals, is average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The acting headteacher has been in post since January 2014.
What does the school need to do to improve further?
- Improve teaching and thereby raise achievement for all groups of pupils, particularly in
mathematics, by making sure that:
marking always gives pupils guidance on how they can improve their work and regularly
checking that teachers’ advice has been acted upon
teachers and teaching assistants always have high expectations of what pupils can achieve
and insist that pupils complete work in the time given
work is always hard enough, particularly for the most-able pupils.
- Increase the rate of progress made by disabled pupils and those who have special educational
needs in writing and mathematics, and of pupils who are supported by the pupil premium in
checking rigorously how well teaching helps all groups of pupils to make more rapid progress
providing more opportunities for pupils to use and develop their writing and mathematical
|The achievement of pupils||requires improvement|
- In recent years, attainment by the end of Year 6 has not been higher than average because
pupils have not made consistently good progress. In 2013, the proportion of pupils who made
the progress expected of them in reading and writing was average. However, too few pupils
made sufficient progress in mathematics.
- The progress that many groups of pupils have made across subjects and year groups has been
too variable, including that of pupils from minority ethnic heritages and those who speak English
as an additional language. However, many of these pupils are now making better progress than
they have in the past because teaching is improving.
- Pupils’ progress in mathematics has not been good enough. In particular, pupils who are
supported by additional funding (pupil premium) have not always achieved as well as other
pupils in this subject. Achievement in mathematics has not been improving as quickly as it has in
reading and writing. However, since the start of this year, it is improving strongly for all groups
of pupils, including those eligible for pupil premium funding.
- Disabled pupils and those who have special educational needs do not consistently make good
progress across year groups in writing and mathematics. This is because teachers and teaching
assistants do not regularly make sure that these pupils complete as much work as they are
capable in the time allocated. However, achievement for these pupils is improving and in some
year groups pupils are making rapid progress.
- The most-able pupils do not always achieve well because work provided does not consistently
demand enough of them.
- Achievement is improving and, currently, more pupils are making good and, sometimes rapid
progress, particularly in reading. Accurate assessments of pupils’ work in Year 6 indicate that
they are making much better progress in all subjects. Their attainment is on track to be
considerably higher than that of recent years.
- In 2013, Year 6 pupils supported through the pupil premium achieved, on average, levels in
reading which were one term behind those of other pupils, two terms behind in writing and
similar to those of other pupils in mathematics. The progress of pupils currently in the school is
improving in all subjects and more are making good progress. Extra support is helpful to these
pupils. For example, the school spends additional funding to provide extra staff to give some
pupils one-to-one support. The school’s own data indicate that gaps in achievement are
narrowing significantly. However, progress in mathematics is not quite as fast as in reading and
- The school has used the additional primary sport funding effectively. For example, it has
purchased new equipment and trained teachers. Pupils are having more opportunities to take
part in a wider range of competitive sports. The school is also using this funding to help pupils
develop a good understanding of the importance of a healthy life-style and physical well-being.
As a result, their skills are developing well.
|The quality of teaching||requires improvement|
- Sometimes, teachers’ marking does not give pupils clear advice on how they can improve their
work. When advice is given, teachers do not regularly check that pupils have acted on the
improvements required. This means that some pupils make slower progress than they could do.
However, teachers identify any spelling mistakes that pupils make, and they almost always make
sure that pupils make corrections when necessary. As a result, spelling is improving across the
- The progress that pupils make is not always as rapid as it should be because teachers and
teaching assistants do not consistently insist on pupils completing as much work as they could in
the time allocated.
- Teachers usually make clear to pupils what they are going to learn. However, work provided is
not always demanding enough for the most-able pupils. This means that these pupils are not
stretched and challenged to think and work hard enough.
- Teaching is improving strongly in all year groups, which is why many more pupils are making
good progress. Teachers very effectively motivate pupils to work hard and do their best.
- Mathematics teaching has not been good in the past because teaching has not always helped
pupils to understand mathematical ideas well enough. Some have been left confused and unable
to apply what they should have learned earlier to new work. However, the teaching of
mathematics, as well as reading and writing, has improved considerably this year and, as a
result, achievement is rising.
- Teaching assistants usually make a good contribution to the progress of pupils who they work
with because they have received good training and support. Many use questions effectively to
encourage pupils to think hard. However, at times, they do not accurately judge the speed at
which pupils should be working to complete work set and this sometimes means that pupils’
progress is not fast enough.
- The teaching of disabled pupils and those who have special educational needs is improving in all
subjects. Teaching assistants have received good training which is increasingly helping these
pupils to make good progress. Teachers are more often making sure that work is appropriately
challenging for pupils.
- Teaching for pupils supported by additional funding (pupil premium) in reading, writing and
mathematics is also improving. This is because leaders have ensured that teachers provide
additional support to help them catch up with their classmates.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Most pupils behave well in lessons and around the school. The
vast majority are polite, courteous and well mannered. Pupils recognise that behaviour has
improved this year. However, although extremely rare, these standards occasionally slip at lunch
- The vast majority of pupils have positive attitudes to learning. Pupils predominantly work hard,
try their best and show determination to do well. They value the rewards that have been
introduced this year for good work and trying hard. This helps them to behave well.
- The school’s work to keep pupils safe and secure is good. The school fulfils statutory
responsibilities regarding safeguarding: all staff have been checked as required and are trained
appropriately to keep pupils safe and free from harm. Pupils have a good understanding of
safety-related issues including how to keep safe when working online.
- Bullying is rare at the school and as a result, pupils feel safe. Pupils have a good understanding
of the various forms in which bullying can occur and they are confident that when bullying
incidents do happen, staff will deal with matters quickly and effectively.
- The school has successfully improved attendance and most pupils attend school regularly and on
|The leadership and management||are good|
- Leadership and management are good because leaders are demonstrating a strong ability to
effectively improve teaching, achievement and behaviour and safety. Many of these
improvements have taken place during the current academic year.
- Leaders, including the acting headteacher and acting assistant headteachers who lead literacy
and numeracy, have an accurate understanding of the school’s strengths and weaknesses. As a
result, the school improvement plan is well focused on the most important areas for
improvement and progress towards achieving objectives is regularly checked.
- Leaders provide teachers with effective support and training to help them develop their skills.
For example, they are making sure mathematics teaching is improving quickly by enabling
teachers to work with a specialist mathematics coach.
- Targets set for teachers to help them improve their work and guide decisions about pay
increases are helpful and are making a positive contribution to the improvements in teaching
- A key reason why the school is improving strongly is because leaders apply improved systems
for checking the quality of teaching and its impact on pupils’ achievement. Although leaders are
ensuring that through effective training, disabled pupils and those who have special educational
needs and those eligible for pupil premium support are making better progress than in previous
years, they are not making consistently good progress. Checks on how well these groups of
pupils are doing are not as rigorous as they could be.
- A broad range of learning opportunities encourages pupils’ positive attitudes to their work and
promotes their personal development. Visits to theatres and places of worship as well as a wide
range of sporting activities provide well for pupils’ spiritual, moral, social and cultural
development. However, leaders have not ensured that pupils are able to develop and practise
their writing and mathematical skills in subjects other than in English and mathematics.
- The local authority has provided an appropriate level of challenge and support to the school,
which has contributed to the improvements in teaching and achievement.
- The governance of the school:
The governing body has an accurate understanding of the school’s strengths and weaknesses.
Governors have the skills required to analyse and interpret data on pupils’ achievement
Governors provide strong support to the school and hold leaders to account for its
performance. As a result, the governing body is influential in making sure that the school is
The governing body knows how the additional pupil premium and primary sport funding is
used. It checks the impact that these funds are having on eligible pupils. Consequently, the
governing body is aware of the improvements to the physical education and sport curriculum.
It is successfully ensuring that the achievement of disabled pupils and those who have special
educational needs as well as pupils supported by the pupil premium is improving
Governors know what the quality of teaching is and ensure effective management of staff
performance. They are involved in all decisions about whether teachers should receive pay
rises in relation to meeting targets relating to pupils’ progress. They know how staff
underperformance is tackled and have appropriate procedures in place should this be
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||110696|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||222|
|Appropriate authority||The governing body|
|Headteacher||Sue Wright (Acting Headteacher)|
|Date of previous school inspection||14 November 2012|
|Telephone number||01480 454695|
|Fax number||01480 375029|
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will use the information parents and carers provide when deciding which schools to
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