School etc

Hempstalls Primary School

Hempstalls Primary School
Collard Avenue
Cross Heath

phone: 01782 297768

headteacher: Mrs Lynne Bennett


school holidays: via Staffordshire council

257 pupils aged 3—10y mixed gender
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

rooms to rent in Newcastle

Schools nearby

  1. 0.2 miles Merryfields School ST59NY (99 pupils)
  2. 0.3 miles Wolstanton High School ST59JU (860 pupils)
  3. 0.5 miles May Bank Infants' School ST50PT (179 pupils)
  4. 0.6 miles St Margaret's CofE (C) Junior School ST50HU (253 pupils)
  5. 0.6 miles St John Fisher Catholic College ST52SJ (948 pupils)
  6. 0.6 miles St John Fisher Catholic College ST52SJ
  7. 0.7 miles St Wulstan's Catholic Primary School ST50EF (441 pupils)
  8. 0.7 miles Wolstanton Preparatory School ST58AZ
  9. 0.7 miles Newcastle-under-Lyme College ST52GB
  10. 0.8 miles Ellison Primary School ST50BL (311 pupils)
  11. 0.8 miles St Mary's Catholic Primary School ST52SU (406 pupils)
  12. 0.8 miles Cedars - Newcastle, Moorlands and Darwin Bases ST56BX (33 pupils)
  13. 0.8 miles St Mary's Catholic Primary School ST52SU
  14. 0.9 miles Oaklands Nursery School ST50EX (43 pupils)
  15. 0.9 miles Hassell Primary School ST51LF (298 pupils)
  16. 0.9 miles Knutton Infant School ST56BX
  17. 0.9 miles Newcastle-under-Lyme School ST51DB (856 pupils)
  18. 0.9 miles Parklands School ST50DB
  19. 1 mile Harpfield Primary School ST46AP
  20. 1 mile Knutton St Mary's CofE (C) Junior School ST56EB
  21. 1 mile St Giles' and St George's CofE (C) Primary School ST52NB (272 pupils)
  22. 1 mile Blackfriars School ST52TF (186 pupils)
  23. 1 mile Knutton St Mary's Primary School ST56EB (269 pupils)
  24. 1 mile Pace Education Ltd ST50LS (13 pupils)

List of schools in Newcastle

School report

Hempstalls Primary School

Collard Avenue, Cross Heath, Newcastle, ST5 9LH

Inspection dates 29–30 November 2012
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
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
school’s success.
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
school offers.
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.

Inspection team

Bogusia Matusiak-Varley, Lead inspector Additional Inspector
Mark Cordell Additional Inspector
Inspection report: Hempstalls Primary School, 29–30 November 2012 3 of 9

Full report

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
    independent learning.
  • 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

Inspection judgements

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
    real-life contexts.
  • 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
    well behaved.
  • 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 Judgement Description
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

School details

Unique reference number 124111
Local authority Staffordshire
Inspection number 403546

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Maintained
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
Headteacher Lynne Bennett
Date of previous school inspection 27 February 2008
Telephone number 01782 297768
Fax number 01782 297776
Email address reveal email: head…


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