Hempstalls Primary School
phone: 01782 297768
headteacher: Mrs Lynne Bennett
210 pupils capacity: 122% full
120 boys 47%
135 girls 53%
Last updated: Aug. 21, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 384862, Northing: 347306
- GPS coordinates
- Latitude: 53.023, Longitude: -2.2271
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 29, 2012
- Region › Const. › Ward
- West Midlands › Newcastle-under-Lyme › Cross Heath
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- The Newcastle Co-operative Learning Trust
- 0.2 miles Merryfields School ST59NY (99 pupils)
- 0.3 miles Wolstanton High School ST59JU (860 pupils)
- 0.5 miles May Bank Infants' School ST50PT (179 pupils)
- 0.6 miles St Margaret's CofE (C) Junior School ST50HU (253 pupils)
- 0.6 miles St John Fisher Catholic College ST52SJ (948 pupils)
- 0.6 miles St John Fisher Catholic College ST52SJ
- 0.7 miles St Wulstan's Catholic Primary School ST50EF (441 pupils)
- 0.7 miles Wolstanton Preparatory School ST58AZ
- 0.7 miles Newcastle-under-Lyme College ST52GB
- 0.8 miles Ellison Primary School ST50BL (311 pupils)
- 0.8 miles St Mary's Catholic Primary School ST52SU (406 pupils)
- 0.8 miles Cedars - Newcastle, Moorlands and Darwin Bases ST56BX (33 pupils)
- 0.8 miles St Mary's Catholic Primary School ST52SU
- 0.9 miles Oaklands Nursery School ST50EX (43 pupils)
- 0.9 miles Hassell Primary School ST51LF (298 pupils)
- 0.9 miles Knutton Infant School ST56BX
- 0.9 miles Newcastle-under-Lyme School ST51DB (856 pupils)
- 0.9 miles Parklands School ST50DB
- 1 mile Harpfield Primary School ST46AP
- 1 mile Knutton St Mary's CofE (C) Junior School ST56EB
- 1 mile St Giles' and St George's CofE (C) Primary School ST52NB (272 pupils)
- 1 mile Blackfriars School ST52TF (186 pupils)
- 1 mile Knutton St Mary's Primary School ST56EB (269 pupils)
- 1 mile Pace Education Ltd ST50LS (13 pupils)
Hempstalls Primary School
Collard Avenue, Cross Heath, Newcastle, ST5 9LH
|Inspection dates||29–30 November 2012|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Children in the Early Years Foundation Stage |
Outstanding achievement over time in
Excellent teamwork of staff and governors,
Pupils have outstanding attitudes to learning.
make excellent progress in speaking and
listening. They develop highly effective
learning habits, such as staying on task,
listening attentively and working together in
reading, writing and mathematics, for all
groups of pupils, is the cornerstone of the
coupled and with a relentless drive to offer
pupils an outstanding quality of education,
have resulted in pupils’ high self-esteem.
They behave impeccably and flourish within a
safe and secure environment. The school’s
motto of ‘learning and laughing together’ is
evident in all classrooms, where pupils learn
at a very fast rate.
| Teaching is outstanding and support staff |
Teachers check very carefully how well pupils
Self-evaluation is thorough and accurate and
The headteacher’s pursuit of excellence is
Parents are very delighted with all that the
make a valid contribution to the learning of
disabled pupils and those who have special
educational needs, and those who are eligible
for pupil premium, resulting in excellent
progress for all.
are learning in lessons. Any misconceptions are
picked up through thorough marking.
the quality of leadership at all levels is very
strong and consistent.
unyielding. She stops at nothing to improve
pupils’ life chances and has been instrumental
in improving the quality of teaching and
learning .This has led to pupils making very
fast gains in learning
|Inspection report:||Hempstalls Primary School, 29–30 November 2012||2 of 9|
Information about this inspection
- The inspectors observed 19 lessons taught by 10 teachers.
- Documentation was analysed including that related to teachers’ planning, safeguarding,
behaviour logs, attendance figures, the school’s systems for improving teaching and learning and
how the money allocated for pupil premium is spent. The inspectors took account of 26
responses to the online Parent View survey.
- Questionnaires were analysed from 28 staff.
- The inspectors heard a few pupils read and discussed their views of the school.
- Discussions were held with the headteacher and staff, a representative from the local authority,
the Vice-Chair of the Governing Body, pupils, parents and carers.
|Bogusia Matusiak-Varley, Lead inspector||Additional Inspector|
|Mark Cordell||Additional Inspector|
|Inspection report:||Hempstalls Primary School, 29–30 November 2012||3 of 9|
Information about this school
- This is an averaged-sized school.
- Most pupils are White British.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average. The proportion supported at school action plus or with a
statement of special educational need is above average.
- The proportion of pupils known to be eligible for the pupil premium is well above average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The provision for wrap-around-care for children in the nursery in the afternoons and the
breakfast club for pupils every morning are managed by the governing body.
What does the school need to do to improve further?
- Provide opportunities for higher attaining pupils who find work easy to develop their skills of
- In Years 1 and 2, place more emphasis on pupils reading with more expression.
|Inspection report:||Hempstalls Primary School, 29–30 November 2012||4 of 9|
|The achievement of pupils||is outstanding|
- Children join the nursery with skills and abilities well below those usually found. Many children
have very limited speech and lack vocabulary to describe what they are doing.
- Outstanding teaching, coupled with vibrant learning opportunities, encourage children to talk
confidently about what they are doing. Children develop very good learning habits due to staff
showing how to stay on task and not lose concentration. By the end of the Reception Year,
children reach expected levels in most areas but are slightly lower in writing and recording
- All children, including those who use the wrap-around-care provision, receive excellent provision
which enables them to practise what they have learnt in a variety of play situations and start to
recognise the difference between letters and sounds.
- Pupils in Year 1 did very well in their phonics assessment and recognise the sounds that different
clusters of letters make.
- Attainment at the end of Year 2 is average and improving because of outstanding teaching.
Pupils make rapid gains in their learning. Whilst their reading is accurate, they do not yet read
with sufficient flow and appropriate expression.
- Pupils make outstanding progress in mathematics due to the excellent explanations given to
them by their class teachers and the many opportunities that they have to solve problems in
- By the end of Year 6, attainment is high in reading, writing and mathematics. Pupils’ writing
demonstrates a very secure knowledge of grammar and pupils’ choice of vocabulary is varied.
This is because they are given excellent opportunities to draft and redraft their writing.
- Disabled pupils and those who have special educational needs make similar progress to their
peers. The high expectations of teachers and support staff, coupled with clear explanations,
contribute to the success of these pupils.
- Pupils eligible for additional government funding are making excellent gains in learning and
attain high standards in reading, writing and mathematics because money is spent wisely by the
governors in ensuring their success in learning. For example, the school has funded another
teacher to keep class sizes small in Years 5 and 6. Any pupils struggling with learning are given
one-to-one tuition to help them.
- The emphasis placed by the school on learning about artists, music and using role play as a
teaching strategy have ensured that all groups of pupils are keen to learn. Teachers have
managed to develop in pupils an emotional response to learning. As a result, all groups of pupils
make excellent progress.
|The quality of teaching||is outstanding|
- Teaching is inspirational because it grips pupils’ attention. For example, for pupils in Year 6,
teachers set up an air-raid shelter to give them the experience of life during the Second World
War. Excellent descriptions of how fearful this was were given by the teachers. Coupled with
interviewing older people in the community, this enabled pupils to develop their empathy for the
period and fuelled them with desire to write.
|Inspection report:||Hempstalls Primary School, 29–30 November 2012||5 of 9|
- Teachers have high expectations of all pupils. They regularly check on understanding in lessons
and offer more support to those pupils who need it. Homework is linked effectively to what
pupils learn in lessons. Parents say that their children cannot wait to start their homework when
they get home from school.
- Teachers have very strong subject knowledge and use on-going assessment very effectively to
plan for the next day. They make excellent links between subjects. Support staff contribute very
well to learning. Marking is regular and thorough, and pupils are very clear about the next steps
they need to take to move their learning on. Questioning is used skilfully to deepen pupils’
understanding by asking pupils to explain what they have learnt and to extend their thinking.
- Classroom displays celebrate pupils’ successes while stimulating interest and discussion. Pupils
say that their teachers are ‘fabulous’ and help them ‘in every way they can’.
- Pupils are given time to reflect on their learning. This makes a very valuable contribution to
pupils’ spiritual, moral, social and cultural development. In Year 4, pupils reflected upon the
sanctity of tree life according to Native American Indian culture. This left a marked impression
on pupils, so much so that the headteacher was questioned as to why the school had a real
Christmas tree rather than an artificial one.
- Teachers have excellent relationships with pupils. Pupils feel valued and are not afraid to ask for
help when they need it.
|The behaviour and safety of pupils||are outstanding|
- Behaviour in and around the school is outstanding. Pupils are exceptionally polite, courteous and
- Pupils are adamant that there is no bullying and the school behaviour log confirms this. Pupils
are aware of different types of bullying, including cyber-bullying, and understand that bullying in
any form is unacceptable. Staff model excellent relationships and, in lessons, pupils are taught
how to work effectively in groups. The school is a very harmonious community where all faiths
and cultures are valued.
- Pupils say that they feel very safe in school because there is always someone to help them.
Parents say that the school has been instrumental in teaching dignity and self-respect. Pupils
who have had managed moves from other schools quickly adapt to the school’s own code of
conduct. They say that the school deals effectively with any problems and that the school is a
safe place for learning.
- Pupils love school and attendance is above average. The school has strong systems to ensure
that pupils come to school on time, and breakfast club has enabled working parents to get to
work knowing that their children are safe and very well cared for.
- Pupils who have difficulty behaving quickly learn how to take time out and reflect upon the
impact of their actions on others. The school does everything it can to accommodate pupils’
needs. Very clear expectations of behaviour are set out through class charters so that pupils are
very clear as what constitutes unacceptable behaviour.
|Inspection report:||Hempstalls Primary School, 29–30 November 2012||6 of 9|
|The leadership and management||are outstanding|
- The headteacher has successfully improved teaching and learning through rigorous monitoring,
well-focused professional development and performance management. Senior leaders report on
progress in their areas of responsibility to the governors.
- The headteacher, together with the governors, has produced robust performance management
systems to hold staff to account for the standards that pupils attain. The school improvement
plan highlights all the correct issues for improvement and is linked to the continuous professional
development of staff and their performance management objectives. The headteacher and
governing body ensures that targets are linked to salary progression and that teachers are
evaluated according to the Teachers’ Standards.
- All senior staff have a very clear understanding of how well the school is doing and have been
instrumental in helping teachers to develop their practice through highly effective coaching and
mentoring. A consistent approach is helping the school to improve on previous best
- The range of subjects and activities is exceptionally well planned. It is tailor-made for the school
and takes into account the needs of all pupils’ barriers to learning, interest levels and the time
needed to apply skills of literacy and numeracy in other subjects. Pupils benefit from a wide
range of out-of-school activities including learning outdoors in Forest School.
- Spiritual, moral, social and cultural development is promoted very well. Pupils understand
different faiths, customs and ways of life. They have excellent knowledge of artists and how
inspirational leaders like Martin Luther King have brought about equality in democratic societies.
Pupils are well prepared for life in modern democratic Britain because they have been taught to
celebrate diversity and value differences.
- The headteacher is a local leader of schools and has shared best practice from her school with
others. Excellent links are established with the local community, members of which use the
school for various activities.
- The local authority provides light touch support for this highly successful school by giving an
independent view on the school’s self-evaluation and by checking up on analysis of standards.
- The governance of the school:
Governance is outstanding and makes a strong contribution to outcomes for pupils because
spending is strategically allocated and analysed. For example, the governors are well
informed of the spending of the pupil premium and the excellent progress made by these
pupils. They ask questions of staff in relation to the progress made by different groups and
are regular visitors to the school, engaging in dialogue with staff about pupils’ progress.
Staff are held to account for pupils’ progress and any decisions relating to pay progression
are well thought out. Governors know about the quality of teaching in the school and
attend training in order to help them execute their duties effectively. They have set
challenging targets for the headteacher to ensure that the school continues to improve.
|Inspection report:||Hempstalls Primary School, 29–30 November 2012||7 of 9|
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.
|Inspection report:||Hempstalls Primary School, 29–30 November 2012||8 of 9|
|Unique reference number||124111|
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||235|
|Appropriate authority||The governing body|
|Chair||Father Derek Lloyd|
|Date of previous school inspection||27 February 2008|
|Telephone number||01782 297768|
|Fax number||01782 297776|