Hemingbrough Community Primary School
phone: 01757 638266
headteacher: Mrs Sarah Chappell B. Ed Hons
210 pupils capacity: 88% full
90 boys 49%
95 girls 52%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 467707, Northing: 430457
- GPS coordinates
- Latitude: 53.766, Longitude: -0.97433
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 12, 2011
- Region › Const. › Ward
- Yorkshire and the Humber › Selby and Ainsty › Hemingbrough
- Town and Fringe - less sparse
- Free school meals %
- 1.4 mile Cliffe Voluntary Controlled Primary School YO86NN (98 pupils)
- 1.6 mile Barmby-on-the-Marsh Primary School DN147HQ (74 pupils)
- 2.3 miles Read School YO88NL (241 pupils)
- 2.4 miles Barlow Church of England Voluntary Controlled Primary School YO88ES (56 pupils)
- 2.6 miles Drax Community Primary School YO88NP (53 pupils)
- 3.3 miles Selby College YO88AT
- 3.4 miles Camblesforth Community Primary School YO88HW (111 pupils)
- 3.5 miles Barwic Parade Community Primary School, Selby YO88DJ (285 pupils)
- 3.5 miles Barlby Community Primary School YO85JQ (367 pupils)
- 3.7 miles Barlby High School YO85JP (584 pupils)
- 3.8 miles Barlby Bridge Community Primary School YO85AA (179 pupils)
- 3.9 miles Holy Family Catholic High School, Carlton DN149NS (480 pupils)
- 4.1 miles Carlton-in-Snaith Community Primary School DN149NR (162 pupils)
- 4.1 miles North Duffield Community Primary School YO85RZ (146 pupils)
- 4.1 miles Selby Abbey Church of England Voluntary Controlled Primary School YO84QB (276 pupils)
- 4.2 miles Bubwith Community Primary School YO86LW (122 pupils)
- 4.2 miles Selby, Longman's Hill Community Primary School YO89BG (198 pupils)
- 4.2 miles The Rubicon Centre YO84AN (13 pupils)
- 4.3 miles Oaklands Small School DN148LF
- 4.4 miles Airmyn Park Primary School DN148NZ (103 pupils)
- 4.4 miles St Mary's Catholic Primary School YO89AX (169 pupils)
- 4.4 miles Selby High School Specialist School for the Arts and Science YO84HT (1098 pupils)
- 4.5 miles Selby Community Primary School YO84DL (292 pupils)
- 4.5 miles Brayton High School YO89QS (411 pupils)
Hemingbrough Community Primary School
School Road, Hemingbrough, Selby, North Yorkshire, YO8 6QS
|Inspection dates||10–11 February 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The very effective headteacher and senior leaders |
Pupils behave very well both in and out of class.
Teaching is good, with some examples of
work very well together for the good of all pupils.
Their evaluation of the school is accurate and they
have a good grasp of how to further improve
teaching and pupils’ achievement.
Pupils say that they feel safe in school and that
bullying is very rare.
outstanding practice. High quality relationships
and the good use of information about how well
pupils are doing are key factors in good teaching.
| Early years provision is good. Effective leadership |
Pupils’ achievement is good. They make good
The governing body has a very accurate
Pupils’ spiritual, moral, social and cultural
ensures that children get off to a good start and
become happy and inquisitive learners.
progress from their starting points and as a result,
attainment is rising.
understanding of the school’s many strengths and
any areas for development.
development is good. Throughout their time in
school, they become well prepared for life in the
world in which they live and become well-rounded
| Middle leaders do not have enough opportunities |
Teachers do not always make it possible for pupils
to lead developments in their subjects.
to move on to more challenging activities as soon
as they are ready.
| Teachers do not consistently follow the school’s |
Pupils do not have sufficient opportunities to apply
marking and feedback policy.
their mathematical skills, especially their problem-
solving skills, in mathematics lessons and other
Information about this inspection
- Inspectors observed teaching and learning throughout the school. They also observed pupils at work
during short visits to classrooms. One observation was carried out jointly with the headteacher. Inspectors
also listened to pupils read in Years 2 and 6.
- Inspectors considered 35 responses to the Ofsted on-line questionnaire (Parent View) and 18
questionnaires completed by the staff.
- Inspectors held meetings with pupils in Years 5 and 6 and the school council. They also talked informally
with pupils at break times and lunchtimes. They talked with the Chair of the Governing Body and one
other governor and had a telephone discussion with a representative of the local authority.
- Inspectors also held meetings with leaders within the school, including the leader of the early years
provision, the special educational needs coordinator and leaders at middle level.
- Inspectors observed the school at work and looked at a range of documentation, including information
relating to pupils’ progress, their books, school improvement-planning and the school’s procedures for
gaining an accurate view of its own performance. They also considered reports written by the local
authority, documents relating to the management of teachers’ performance, minutes of governing body
meetings and safeguarding and child protection documents.
|Peter Evea, Lead inspector||Additional Inspector|
|Julia Foulger||Additional Inspector|
Information about this school
- This is a smaller than average-sized primary school.
- The proportion of pupils who are disabled or have special educational needs is above average.
- The proportion of disadvantaged pupils, those supported by the pupil premium, is higher than average.
Although the proportion of pupils eligible for free school meals is lower than average, there are a number
of pupils who are looked after by the local authority. The pupil premium is additional government funding
to support those pupils who are known to be eligible for free school meals or those who are looked after
by the local authority.
- There has been a period of turbulence in staffing since the last inspection, particularly in the last year.
- Children attend the Reception class on a full-time basis.
- The school meets the government’s current floor standards, which are the minimum expectations for
pupils’ attainment and progress in English and mathematics at the end of Year 6.
What does the school need to do to improve further?
- Develop the role of middle leaders further by giving them more opportunities to lead and monitor
developments in their subjects.
- Raise the overall quality of teaching to outstanding in order to raise attainment further, especially in
mathematics and for the most able pupils by:
making sure that pupils have sufficient opportunities to apply their mathematical skills, especially their
skills related to solving problems, in their mathematics and other lessons
allowing pupils to move on to more challenging activities as soon as they are ready
making sure that teachers consistently follow the school’s marking and feedback policy.
|The leadership and management||are good|
- The headteacher, ably supported by senior leaders, provides strong leadership and is well respected by
parents and the local authority.
- Leaders have an accurate and realistic view of the school’s strengths and weaknesses. They use this
knowledge well to identify areas for development, such as raising achievement in mathematics and
focusing on improving teaching so that the overall quality is outstanding. Senior leaders have acted quickly
to reverse the dip in pupils’ achievement in 2014 and have ensured that the typical trend of improvement
has been restored. They recognise that there is still more to do in building on the improvements in pupils’
- Senior leaders are very thorough in checking on the school’s work, especially with regard to pupils’
progress and the quality of teaching. The monitoring of teaching is accurate and is linked to the
performance of teachers. Staff pay awards and teachers’ performance targets are closely linked to pupils’
- The school has an effective system to track pupils’ progress which has been adapted to suit the
assessment arrangements of the new National Curriculum.
- Child protection and safeguarding have a high priority. Leaders, including governors, ensure that all
requirements are met and that the school is a safe environment. All staff are on the alert for any
indications of extremism or radicalisation.
- The curriculum has been designed to capture pupils’ interests and is broad and balanced. It has an
appropriate focus on English and mathematics, but not to the detriment of other subjects such as music
and art. It allows pupils to develop a very good understanding of traditional British values and prepares
them very well for life in modern Britain.
- Equality of opportunity is central to all the school does. The school works successfully to foster good
relations, tackle discrimination, and to remove any barriers to learning to ensure that all pupils have the
same opportunities to do their best.
- Good use is made of the primary school sports funding to improve the quality of teaching in physical
education (PE), increase the range of sports and competitions available to pupils and to provide a wider
range of after-school sports activities. As a result, the number of pupils regularly taking part in extra
sporting activities has increased and the quality of teaching in PE has improved.
- Leaders make good use of pupil premium funding to provide additional support and resources, so pupils
who are eligible for this funding make equally good progress as their classmates and have access to all the
activities the school provides.
- Senior leaders have ensured that the relatively new middle leaders have developed the skills they need in
order to lead improvements in their subjects. However, middle leaders do not have enough opportunities
to monitor accurately what is happening in their subjects and, therefore, to have a full impact on leading
- The local authority has provided the school with much appreciated and effective support, especially in the
difficult last year.
- The governance of the school:
Governors carry out their responsibilities very effectively and are passionate about making sure the
school becomes as good as it can be. They bring a wide range of skills which they use to good effect
and where there are gaps, they seek appropriate training, for example, in analysing the wealth of
information about pupils’ achievement. As a result, governors form an accurate view of the school’s
performance and can identify its strengths and areas for development. They also have an accurate view
of the quality of teaching and they oversee the arrangements for the management of teachers’
performance so that only good teaching is rewarded and any weaknesses are tackled. They are rigorous
in ensuring that all statutory requirements are met, particularly for safeguarding. Governors use the
pupil premium funding prudently to make sure it has a good impact on the progress of eligible pupils.
They also ensure that additional sports funding is used effectively.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils are very well behaved in class where they show a real enjoyment
of learning with their positive attitudes and readiness to get started. Out of class, their behaviour is often
of a very high order and very rarely less than good.
- Pupils are unfailingly polite and courteous and happy to talk about their school which they hold in high
- Pupils have high expectations of their own behaviour and are disappointed when the occasional lapses in
behaviour by a very small number of pupils fall below the high standards they expect.
- Years 5 and 6 pupils have posts of responsibility, such as play leaders, buddies and house captains, and
they take their duties seriously. Older pupils regularly help younger pupils, for example, in the dining hall
and at break time. They provide very positive role models to which younger pupils aspire. There is an
active school council, which has its own budget, and members can point out improvements they have
made, for example, in providing a wider range of play equipment for use at break times.
- The school has a well-understood system for managing and rewarding behaviour, partly created by the
pupils themselves and pupils are very keen to preserve their reward time.
- Attendance is above average and pupils are punctual to school. This is in part because of the successful
work of the school in checking on and encouraging regular attendance and partly because pupils want to
come to school. There have been no exclusions in recent years.
- The school’s work to keep pupils safe and secure is good. There are clear procedures in place to safeguard
pupils and to follow up accidents. Pupils say that they feel safe and parents agree that the school provides
a safe and secure environment.
- Pupils develop a good understanding of the different risks they might face and know how to keep
themselves safe, especially when using the internet and when near rivers.
- Pupils say that bullying is very rare. They know what to look out for and have a good understanding of the
different forms of bullying, including cyber-bullying, and they know what to do if any should occur.
|The quality of teaching||is good|
- Senior leaders’ regular monitoring of teaching and learning has ensured that the quality of teaching has
improved and is good overall, with some examples of outstanding practice.
- All teachers are committed to developing and improving their work so that they can help pupils to learn
even more. This dedication is much appreciated by the pupils who readily acknowledge how much
teachers help them to learn.
- There is a strong emphasis on good relationships across the school and all adults work hard to create
classrooms where good learning can take place.
- Teaching assistants play a key role in the school. The work they do, for example, in supporting the
learning of pupils with special educational needs across the school, is of an impressive quality.
- Teachers use the information they have about pupils’ progress to plan tasks which build on the skills and
knowledge pupils have and activities generally match pupils’ abilities accurately. In some lessons,
however, particularly in mathematics, the most able pupils spend too long completing tasks they can do
easily and so do not have the time to move on to more challenging tasks. In addition, in mathematics
teaching, while there is a good focus on developing good knowledge and skills about number, there is less
emphasis on problem-solving activities and pupils do not have sufficient opportunities to apply these skills,
either in mathematics lessons or in other subjects.
- The teaching of reading is good. Pupils develop their reading skills from an early age and are provided
with regular opportunities to practise their skills as they move through the school, becoming competent
and keen readers by the time they reach Year 6. Many talk about favourite authors and say how much
they enjoy reading, especially at home.
- Pupils are provided with opportunities to write at length in literacy lessons and also in other subjects. They
are encouraged to develop good handwriting styles and work hard to gain the highly valued Pen License.
They write particularly well when the subject catches their interest. For example, in a Year 4 lesson, pupils
enthusiastically used a range of planning techniques to write their own version of an exciting Greek myth.
- Teachers mark pupils’ work regularly and provide detailed feedback about what was successful and what
the next steps might be. However, not all teachers consistently follow the school’s policy and some of the
suggestions do not prompt pupils to make improvements and teachers do not always insist on pupils
making the improvements suggested.
|The achievement of pupils||is good|
- Pupils’ achievement has continued to be good since the last inspection. Evidence gathered during the
inspection from a range of sources clearly shows that pupils in all year groups typically make good
progress from their starting points and standards at the end of Year 2 and Year 6 are rising over time.
- Children join the school in the Reception Year with knowledge and skills that are typical for children of
their age. They make good progress so that by the end of the Reception Year an increasing proportion are
ready for learning in Year 1. Good progress continues throughout Key Stages 1 and 2, resulting in
standards, especially in reading and writing, but also in mathematics, that are increasingly typically above
national averages. Although in 2014 there was a dip in achievement, there were a number of
circumstances, including disruption to staffing, which would explain this untypical situation.
- Standards in reading are good. Pupils develop good reading habits and they read regularly at home and in
school. Some of the pupil premium funding has been used to good effect to provide disadvantaged pupils
with digital reading devices which encourage them to read more often and widely.
- Pupils use their writing skills well in other subjects. They write at increasing length and with greater
accuracy as they move through the school, adapting their writing styles to suit different purposes for their
- The most able pupils make good progress, particularly in reading and writing, where they are challenged
and supported well. In mathematics, however, they make slower progress than they might because they
spend too long on undemanding tasks and so do not have time to move on to more challenging work that
would stretch them.
- The school is using pupil premium funding well in order to promote equality of opportunity. In 2014,
pupils who received the pupil premium funding made better progress from their starting points than other
pupils in the school. Overtime, the gaps in attainment between eligible pupils and other pupils are
narrowing. In 2014, eligible pupils’ attainment was approximately seven terms behind that of other pupils
nationally in mathematics, five terms behind in reading and three terms behind in writing. They were
three terms behind others in the school in mathematics, one term behind in reading and half a term
behind in writing. These gaps reflect the overall dip in pupils’ achievement in 2014 and are untypical of
the trend over time, which sees disadvantaged pupils steadily narrowing the gap between their attainment
and progress and that of non-disadvantaged pupils, both in the school and nationally.
- Pupils with special educational needs or disabilities make good progress from their different starting
points. Their needs are identified accurately by an experienced and very effective special educational
needs coordinator and they are supported well by skilled and dedicated staff who ensure that any barriers
to learning are removed.
|The early years provision||is good|
- Children join the Reception class with skills and knowledge that are typical for their age and they make
good progress. Staff accurately assess each child’s starting points and an increasing proportion are ready
for learning in Year 1 and the school’s data indicates that over 70% of the current year group are securely
on track to reach a good level of development by the end of the Reception Year.
- The leader is very effective and determined to make the provision as good as it can possibly be. She has
created a unified team who share the same passion for what they do for the children. The early years
leader has an accurate understanding of the strengths and areas where she intends to improve further.
Improvements to assessment and to links with the neighbouring pre-school provision have resulted in
improvements in children’s achievement.
- Teachers and other staff plan activities which are interesting and which make children want to learn more.
For example, in a teacher-led session to develop children’s understanding of, and ability to estimate
numbers of objects, children were very excited to discover what the teacher had in the mystery bag.
Teachers observe what the children do and continually assess progress in order to accurately plan learning
for the next day.
- Very effective transition arrangements ensure that children settle in quickly and get off to a rapid start.
The provision’s close proximity to the Year 1 classroom and the shared outdoor area help children to
absorb the routines of the school and to develop good behaviour. Children become happy and inquisitive
learners who love to talk about their learning and interests.
- Safety is very important to all and children are encouraged to become more and more independent in
managing their own risks, for example, when playing outside in the very popular mud kitchen. There are
very effective arrangements for ensuring safety, especially at the start and end of the school day. Parents
are welcome and very much appreciate the open morning when they can stay and observe children at
play, talk with staff or look at the informative learning journey folders.
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
|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
|Unique reference number||121450|
|Local authority||North Yorkshire|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||189|
|Appropriate authority||The governing body|
|Date of previous school inspection||12 September 2011|
|Telephone number||01757 638266|
|Fax number||01757 638266|