School etc

Haynes Lower School

Haynes Lower School
Foresters Close

phone: 01234 381225

head teacher: Mrs Rebecca Simister


school holidays: via Central Bedfordshire council

100 pupils aged 4—8y mixed gender
120 pupils capacity: 83% full

55 boys 55%


45 girls 45%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 510167, Northing: 242234
GPS coordinates
Latitude: 52.068, Longitude: -0.39424
Accepting pupils
5—9 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 3, 2010
Region › Const. › Ward
East of England › Mid Bedfordshire › Houghton Conquest and Haynes
Village - less sparse
Free school meals %

rooms to rent in Bedford

Schools nearby

  1. 1.4 mile Clarendon School MK453BL
  2. 2.4 miles Cotton End Primary School MK453AA (74 pupils)
  3. 2.4 miles Wilstead Lower School MK453BX (133 pupils)
  4. 2.6 miles The Kindergarten School MK454BQ
  5. 2.7 miles St Mary's VA CofE Lower School MK454BE (140 pupils)
  6. 2.8 miles East Lodge School SG175BH
  7. 3 miles Campton Lower School SG175PF (128 pupils)
  8. 3 miles Southill Lower School SG189JA (61 pupils)
  9. 3.1 miles Shefford Lower School SG175XA (436 pupils)
  10. 3.2 miles Robert Bloomfield Middle School SG175BU
  11. 3.2 miles Lakeview School MK426BH (270 pupils)
  12. 3.2 miles Robert Bloomfield Middle School SG175BU (885 pupils)
  13. 3.4 miles Shortstown Primary School MK420GS (271 pupils)
  14. 3.5 miles Houghton Conquest Lower School MK453LL (117 pupils)
  15. 3.8 miles Maulden Lower School MK452AU (147 pupils)
  16. 3.9 miles Cople Lower School MK443TH (62 pupils)
  17. 3.9 miles Samuel Whitbread Community College SG175QS
  18. 3.9 miles Samuel Whitbread Academy SG175QS (1644 pupils)
  19. 4 miles Gravenhurst Lower School MK454HY
  20. 4 miles Northill CofE VA Lower School SG189AH (63 pupils)
  21. 4 miles Gravenhurst Academy MK454HY (47 pupils)
  22. 4.1 miles Silsoe CofE VC Lower School MK454ES (139 pupils)
  23. 4.1 miles On Track Education Centre (Silsoe) MK454HS (27 pupils)
  24. 4.1 miles Oracle MK454HS (10 pupils)

List of schools in Bedford

Haynes Lower School

Inspection report

Unique Reference Number 109456
Local Authority Central Bedfordshire
Inspect ion number 356548
Inspect ion dates 9–10 November 2010
Report ing inspector Paul Canham

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 4–9
Gender of pupils Mixed
Nu mber of pupils on the school roll 93
Appropriate authority The governing body
Chair Tanya Haines
Headteacher Denise Burgess
Date of previous school inspection 17 September 2007
School address Foresters Close
MK45 3PR
Telephone number 01234 381225
Fax number 01234 381225
Email address reveal email: hayn…
Age group 4–9
Inspect ion dates 9–10 November 2010
Inspect ion number 356548


This inspection was carried out by two additional inspectors. The inspectors visited 10
lessons, observed five teachers, held meetings with governors, staff, and a group of
pupils, and talked with pupils in lessons. They observed the school's work and looked at a
range of documentation, including assessment and attendance information, lesson plans,
safeguarding arrangements, school development planning, minutes of governing body
meetings and pupils' work. Inspectors also scrutinised the 65 questionnaires received from
parents and carers, as well as those from staff and a sample of pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at the

  • To what extent are higher expectations increasing the level of challenge, especially
    in mathematics?
  • How much have developments to assessment procedures extended the
    accountability of staff and governors?
  • To what extent are the recently-formed senior leadership team and the governing
    body influencing the school's direction and performance?

Information about the school

Haynes Lower is smaller than most other primary schools. Almost all pupils are of White

British heritage. The percentage of pupils with special educational needs and/or

disabilities, including those with a statement of special educational needs, is broadly
average. These pupils' needs cover a wide range, including moderate learning difficulties
and behavioural, emotional and social needs.
Children start the school in the Early Years Foundation Stage Reception class. All pupils in
the school were on a school trip during the second day of the inspection. The school has
achieved the Activemark award.
There is additional care provision on the school site. This is not managed by the governors
and was not included in this inspection.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 1
The school's capacity for sustained improvement 1

Main findings

This is an outstanding school. Staff, pupils, parents and carers are rightly proud of their
school and the education it provides. It successfully nurtures an ethos of self-esteem and
respect for others, which are central to the school's harmonious learning community. The
outstanding care, guidance and support give a very secure foundation for the school's
work. Consequently, pupils have outstanding attitudes to school and relish opportunities to
take on additional responsibilities. This picture is reflected in the questionnaires completed
by pupils where they indicated that they really enjoy school. Pupils work exceptionally well
in pairs and independently. These very strong features have a positive influence on pupils'
good, and sometimes outstanding, progress, their above-average attainment and their
excellent personal development. Parents and carers are overwhelmingly supportive of the
school. One parent's comment sums up the views of others: 'My child has thrived since
joining the school last year. She loves coming to school and we are happy with her
academic progress and how confident she has become.'
With close support from extremely well-informed governors and committed staff, the
headteacher has developed a school that is dedicated to gaining the best provision and
outcomes for pupils and their families. School leaders have a very accurate understanding
of where the school is now and of the improvements needed. These strengths provide a
springboard for learning and show that the school is extremely well placed to move
forward. As a consequence, the school's capacity for sustained improvement is excellent.
Subjects are typically linked in innovative ways. Pupils' interests are captured by
memorable 'stunning starts' which whet the pupils' appetites for learning. Good, and
sometimes outstanding, teaching along with pupils' eagerness to become fully involved,
results in good progress. Pupils benefit from well-paced lessons where they enjoy using
their own ideas and working together. Typically, activities are well matched to pupils' prior
attainment. On occasion, however, information from assessment is not always used well
to plan activities that are matched to pupils' differing needs and ensure challenge.
Occasionally, during lessons, activities are not reviewed and altered sufficiently quickly to
ensure that the tempo of learning remains brisk. Intervention work, including closely-
tailored support for individual pupils, successfully makes up for lost ground in learning for
those with special educational needs and/or disabilities. Consequently, work in lessons
reflects the above average attainment levels seen in the school's assessments for pupils in
Years 2 and 4. The excellent curriculum is much enhanced by very popular clubs and
after-school activities; these provide pupils with many opportunities to develop interests
and stimulate their creative and performance skills.

What does the school need to do to improve further?

  • Ensure that pupils make more rapid progress in lessons by:
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    using detailed assessment information to provide challenging tasks that are
    pitched at the right level
    adapting lesson content more quickly during the lesson in response to pupils'
    differing needs.
Outcomes for individuals and groups of pupils 1

Children join the Reception with the starting points expected for their age and make good
gains in all aspects, particularly in writing. Pupils' enjoyment of learning is a characteristic
of lessons throughout the school; they are eager to be involved, especially, in Years 1 to
4, in the lively and well-paced activities in English, mathematics and in topics that
successfully link different subjects. The pace of learning is good, and sometimes
outstanding; though it occasionally drops when tasks lack fine-tuned challenge. Pupils
demonstrate very good learning skills. They showed a great deal of independence and
self-organisation when, for example, working in pairs and small groups to empathise with
the living conditions for people during the Second World War, in preparation for writing a
poem. In mathematics, pupils explained confidently the reasons behind their answers
when cracking a code and the principles behind simple algebraic equations. Pupils are
highly supportive of each other and show great pride in completing the tasks and getting
them right. In assembly, pupils sang enthusiastically, tunefully and with confidence.
Attainment is above average by the end of Year 4 and all groups of pupils achieve well.
School data shows that levels of attainment and the rate of progress are good and
improving securely and quickly. Consequently, pupils currently in Year 4 are reaching
higher levels of attainment, including in mathematics, than last year's cohort. There are no
significant variations in the rates of progress made by pupils with special educational
needs and/or disabilities or by pupils from different ethnic backgrounds.
Pupils say they like coming to school and flourish in the highly supportive and caring
community. Respect for and responsibility to each other are at the heart of the school's
values. These strong threads pervade the impeccable behaviour and caring approach
taken by pupils, who get on extremely well with each other. Their moral and social
development are outstanding. Pupils are happy, confident and willingly take on
responsibility, including acting as monitors. Pupils' thoughtful behaviour is an outstanding
factor in their successful learning. All these qualities contribute to the harmonious school
community and make it one in which, 'the school makes the weekends really boring', as
several pupils agreed. The school council provides very good opportunities for pupils to
represent the views of others and develop leadership qualities. Pupils show extremely
good levels of understanding about personal safety in and out of school.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for pupils' outcomes

Pupils' achieve ment and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behaviour 1
The extent to which pupils adopt healthy lifestyles 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils deve lop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

Consistently good, and occasionally outstanding, teaching is at the core of the school's
above-average attainment levels. Key strengths include engaging activities and a lively
pace. Precise questioning is also used to probe pupils' understanding and grab their
interest. Topics are used extremely well to link subjects and to reinforce and develop key
skills. Planning is detailed, although there is an occasional lack of challenge when pupils
are not given well-pitched tasks to ensure that they move on swiftly. Timely reminders
draw out misunderstandings and quickly guide pupils back on the right course. Teaching
assistants give well-informed and close support to individuals.
The wide range of informative displays gives an insight into the richness and diversity of
the work pupils do. The innovative curriculum provides a carefully constructed balance
between basic skills in literacy and numeracy and the development of pupils' performance
and creative skills in subjects such as drama music and art. The teaching of French and
Italian adds a further positive dimension. The curriculum also takes good account of the

wide range of ability and every opportunity is taken to enhance learning by linking

different subjects. The school has given particular attention to English, and particularly
writing for boys, to ensure that their rate of progress is accelerated throughout the school.
It has rightly reviewed the curriculum to improve pupils' skills further in mathematics,
building on the current strengths in writing. The curriculum is underpinned by the very
good use of information and communication technology; this enhances learning and gives

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

pupils access to a range of resources and opportunities for independent research. Pupils'
experiences are further enriched by numerous trips locally and beyond, and by a very well
planned programme for personal, social and health education.
Care, guidance and support are outstanding and have a strong impact on improving
outcomes for pupils. The exceptional pastoral care is recognised and valued by parents
and carers. One parent's comments sum up the views of others: '...the open- door policy
is evident to all but, more importantly....the care they receive is second to none.' The
close attention to pupils' health and well-being is reflected in the many opportunities for
physical activity and the provision of healthy school meals. Individualised programmes of
support are successfully compiled for pupils whose circumstances make them vulnerable,
covering a number of personal and learning needs. Very close liaison with parents, carers
and outside agencies and closely tailored individual attention enables those with the
greatest need to gain confidence and self-esteem and to be successful learners.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

Extremely effective leadership and management have ensured rapid progress in many
aspects of the school's work and improved outcomes for individuals and groups of
learners. With very strong support from knowledgeable and experienced governors, the
headteacher has established a school that demonstrates an excellent commitment to
developing each pupil's self-esteem and to reaching high standards. Teaching is monitored
systematically, but the school is aware that monitoring of classroom observation has not
yet had a full impact on the few areas in which teaching remains satisfactory. It is rightly
fine tuning this. Conversely, the monitoring of the results of assessments is having a good
impact on accountability. Committed staff readily take on areas of responsibility and take
an excellent share in the school's collective leadership. They feel very well supported and
have high expectations of where they want their pupils to be.
The school promotes equality and tackles any form of discrimination extremely well. Its
monitoring procedures are very effective in identifying the needs of pupils and, as a result,
all groups of pupils make good progress. Staff and governors have a very clear and
accurate view of the school's strengths and areas for improvement. Governors work very
closely with the school and share in its rigorous monitoring and evaluation. They have
exceptionally good links to all aspects of the school's work. Detailed and well-organised
procedures ensure that safeguarding arrangements are carefully followed. The school uses
embedded and reliable quality assurance and risk assessment systems.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The school's work in partnership with other organisations is excellent. Local services and
agencies are used exceptionally well to enhance the well-being of pupils experiencing
difficult circumstances and those with special educational needs and/or disabilities.
Community cohesion is strongly promoted within the school and in the community. The
school demonstrates a good understanding of local needs and challenges. It has rightly
identified that pupils' multicultural understanding is not as secure as other aspects of their
personal development, and is implementing good plans to help pupils learn more about
people's backgrounds and communities in other parts of the United Kingdom. Parents and
carers are given a wide range of opportunities to give their views on the school and they
benefit from regular newsletters, electronic mail and access to the school website.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 1

Early Years Foundation Stage

Children's needs are identified early and good leadership and management make certain
that detailed planning takes good account of their starting points. Consequently, well-
planned, themed topics ensure all areas of learning are covered with a particular focus on
reading, speaking, listening, writing, and number skills.
Children listen attentively, play together very well, and thoroughly enjoy participating in a
wide range of stimulating activities. Children are very keen to use information and
communication technology, explore activities and find things out for themselves while
chattering to each other. New experiences, both indoors and outdoors, captivate and fully
engage children so they make good progress in all areas of learning. The improvements to

the outside area that have taken place enable parts of the area to be used for learning in

most weathers. The school has appropriate plans to develop these further when finances

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

In keeping with the rest of the school, attention to the welfare of children is very strong.
Adults respond skilfully and good support is given to all children, including those with
special educational needs and/or disabilities and for those who are more vulnerable.
Adults move seamlessly in and out of activities and give closely targeted support to
activities directed by the teacher as well as those which children choose for themselves.
Questioning is often used well to probe children's understanding and capture their
interest. Children are nurtured from the very start. As a result, they settle quickly, are
eager to learn and are well prepared for entry to Year 1.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

A well above average proportion of the school's parents and carers returned the
questionnaires. Almost all the responses were positive. The large majority of the written
comments expressed considerable satisfaction with the school. These included highly
complimentary remarks about the caring and supportive environment, the effectiveness of
leadership and management, the quality of staff, the richness of the curriculum, and the
progress made by their children. A minority of questionnaires recorded reservations over a
small number of issues. These included the appropriateness of school trips and the
amount of progress made by pupils. The inspection found evidence to indicate that pupils
benefit from a rich and varied range of learning experiences and that pupils are making
good progress.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Haynes Lower School to complete
a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 65 completed questionnaires by the end of the on-site
inspection. In total, there are 93 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 48 74 15 23 0 0 0 0
The school keeps my child
49 75 16 25 0 0 0 0
My school informs me about
my child's progress
44 68 17 26 2 3 0 0
My child is making enough
progress at this school
39 60 22 34 3 5 0 0
The teaching is good at this
38 58 24 37 1 2 0 0
The school helps me to
support my child's learning
36 55 25 38 2 3 0 0
The school helps my child to
have a healthy lifestyle
47 72 18 28 0 0 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
41 63 23 35 0 0 0 0
The school meets my child's
particular needs
39 60 22 34 3 5 0 0
The school deals effectively
with unacceptable behaviour
39 60 23 35 2 3 0 0
The school takes account of
my suggestions and concerns
37 57 23 35 4 6 0 0
The school is led and
managed effectively
45 69 17 26 2 3 0 0
Overall, I am happy with my
child's experience at this
44 68 19 29 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 58 36 4 2
Primary schools 8 43 40 9
Secondary schools 10 35 42 13
Sixth forms 13 39 45 3
Special schools 33 42 20 4
Pupil referral units 18 40 29 12
All schools 11 42 38 9

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

11 November 2010
Dear Pupils

Inspection of Haynes Lower School, Bedford, MK45 3PR

We very much enjoyed our visit to your school - thank you for making us feel so welcome.
This letter is to tell you about some of the things we found while we were with you. Yours
is an outstanding school where you feel exceptionally safe and benefit from outstanding
care and support. You told us it is also a place where you want to be, make friends, and
thoroughly enjoy taking part in the many exciting activities and interesting clubs. The
overwhelming majority of your parents and carers expressed considerable satisfaction with
the school.
Here are some other important things about your school.
You make good, and sometimes outstanding, progress in lessons because you are taught
You attend regularly and respond enthusiastically to activities that encourage you to write
creatively and to be imaginative in the way you approach your work.
You make an outstanding contribution to the smooth running of the school and contribute
very successfully to local events.
You have an exceptionally good understanding of what makes for a healthy lifestyle and
healthy eating.
To make things even better for you, your school has been asked to:

  • help you to make faster progress by giving you more challenging activities
    throughout your lessons.

We wish each one of you every success in your future education and hope that you
continue to enjoy learning as much as you do now. You can all help the school by
continuing to work hard.
Yours sincerely

Paul Canham
Lead inspector


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