Hawthorn Primary School
phone: 01302 535906
headteacher: Mr David Cartwright MA, FCIEA
275 pupils capacity: 74% full
115 boys 56%
90 girls 44%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Oct. 31, 2014
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 461296, Northing: 402106
- GPS coordinates
- Latitude: 53.512, Longitude: -1.0772
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Dec. 4, 2013
- Region › Const. › Ward
- Yorkshire and the Humber › Doncaster Central › Bessacarr and Cantley
- Urban > 10k - less sparse
- Free school meals %
- Young Parents Centre DN46LQ
- Hawthorn Primary School DN46LQ
- 0.3 miles Wilby Carr Middle School DN46LD
- 0.4 miles Hill House St Mary's School DN47AD
- 0.5 miles Cantley Sycamore Primary School DN46AH
- 0.5 miles The McAuley Catholic High School DN33QF (1716 pupils)
- 0.5 miles St Wilfrid's Academy DN46AH
- 0.6 miles Bessacarr Primary School DN47DT (377 pupils)
- 0.8 miles South Cantley First School DN46SA
- 0.8 miles The McAuley Catholic High School DN33QF
- 0.9 miles Willow Primary School DN47EZ
- 0.9 miles Ellers Middle School DN45LU
- 0.9 miles Willow Primary School DN47EZ (399 pupils)
- 1 mile Hatchell Wood Primary School DN46SL (331 pupils)
- 1.1 mile South Cantley Middle School DN46SL
- 1.2 mile Intake Middle School DN26JL
- 1.3 mile St Peter's Catholic Primary School DN45EP (206 pupils)
- 1.3 mile Plover Primary School DN26JL (351 pupils)
- 1.4 mile Lakeside Primary School DN45ES (355 pupils)
- 1.5 mile Intake Primary School DN26EW (279 pupils)
- 1.5 mile Danum School Technology College DN25QD
- 1.5 mile Doncaster School for the Deaf DN26AY (27 pupils)
- 1.5 mile Sandall Wood School DN26HQ
- 1.5 mile Communication Specialist College - Doncaster DN26AY
|CfBT Inspection Services |
West Lancs Investment Centre
|T 0300 1231231 |
Text Phone: 0161 6188524
|Direct T 01695 566862 |
Direct F 01695 729320
12 March 2014
Mrs Diane Wakefield
Hawthorn Primary School
Dear Mrs Wakefield
Requires improvement: monitoring inspection visit to Hawthorn Primary School,
Following my visit to your school on 11 March 2014, I write on behalf of Her Majesty's Chief
Inspector of Education, Children's Services and Skills to report on the findings of my visit.
Thank you for the help you gave me and for the time you made available to discuss the
actions you are taking to improve the school since the most recent section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in December 2013. It was carried out under
section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection. The school should take further
● Secure interim leadership of the Early Years Foundation Stage so that there is
consistent day-to-day leadership.
Build on the improvements in pupils’ writing so that they apply their skills across all
Ensure the improvements in marking are applied across all subject areas and give
pupils consistent opportunities to respond to teachers’ written comments.
Ensure the teaching of letters and sounds is always precise.
Make sure pupils regularly check their own work for errors and make corrections.
Tweak the school’s action plan to make it clear what success will look like at
During the visit, I met with you and the deputy headteacher, members of the Early Years
Foundation Stage team, two members of the Governing Body and a representative of the
local authority to discuss the action taken since the last inspection. I evaluated the school’s
action plans. During the morning I toured the school and made a series of brief lesson visits
with you and the deputy headteacher. I also visited the Early Years Foundation Stage
classes. A sample of pupils work was scrutinised for improvements in writing and marking. I
looked at a few case studies of individual pupils.
Senior leaders, supported well by the governing body, are bringing about steady
improvement. Pupils and staff are enthused by the small group approach to improving
reading and writing. Pupils are engaged and maintain their concentration during these
sessions. Teaching assistants are gaining confidence and as a result pupils are beginning to
make better progress. Occasionally teaching assistants do not spot when they need to
intervene and so pupils are not sufficiently precise when they are sounding out words in
Teachers and teaching assistants have worked well with the partner school and made
changes to the way they check on children’s progress in the Early Years Foundation Stage.
This has given staff a sharper understanding of each child’s needs and how well they are
making progress. However, improvement is not as fast as it could be because of the lack of
day to day leadership. Plans to recruit an Early Years Foundation Stage Leader are
underway but current arrangements are somewhat fragmented. Leaders and governors
appreciate this is an important aspect which needs urgent attention.
Pupils’ writing is improving in literacy and they can write lengthy stories and letters.
However, this is not the same in all subjects and so pupils do not get regular opportunities
to practice their skills. Teachers’ marking has also improved, especially for literacy based
work. Teachers make helpful comments about what pupils have done well and what they
should do next to improve their work. This good practice is not routinely followed in other
subjects. Pupils sometimes respond to the written comments made by teachers and this
helps them to improve their own work. Leaders are working to ensure this is done regularly
so that pupils learn to check their own work for errors and correct them.
Behaviour in class and around the school is calm and leaders have put in place individual
plans to help pupils with specific behaviour difficulties. Teachers and other adults have
managed this well and these pupils are having more success in adjusting their own
behaviour. Leaders have used the support of the partner school effectively to train a teacher
to take responsibility for overseeing how well disabled pupils and those with special
educational needs are doing. This along with the work involving agencies and parents is
leading to improvements in attendance.
Leaders have sound plans to sustain improvements. They have identified the right priorities
and regular opportunities to check on progress. However, plans are not clear enough about
what success will look like at these interim points. This makes it difficult for leaders and
governors to know if improvements are on track. Governors continue to offer effective
support and challenge to the school. They make rigorous checks on how well the school is
doing. Their regular visits to the school help them to maintain first hand evidence of
improvements. Staff training has been well-focussed and timely, leading to teachers’
increased confidence and putting down firm foundations for further improvement.
Ofsted may carry out further visits and, where necessary, provide further support and
challenge to the school until its next section 5 inspection.
The school continues to value the effective support of the partner school and the local
authority. Of particular note has been the support from the local authority adviser in doing
joint observations of teaching with leaders. This has helped leaders identify how they can
best support teachers in improving their practice.
I am copying this letter to the Chair of the Governing Body and the Director of Children's
Services for Doncaster.
Her Majesty's Inspector