Ofsted Report

In the last week of the Autumn 2017 term Hyde Park Junior School had an Ofsted Inspection. During the visit the inspectors observed lessons and playtimes, talked to staff, pupils, parents and governors and looked at books.

We are very proud that inspectors recognised the culture of care and respect we have at Hyde Park Junior School.

Despite highlighting numerous positives, the inspectors judged that the overall rating for Hyde Park Junior School to be ‘Requiring Improvement’. This judgement was largely based on progress in writing being below the national average. 

The inspectors judged the leadership of the school to be good.

‘Leaders have created a culture of respect and tolerance. As a result, pupils are encouraged and guided to be responsible citizens.’

‘Effective systems and initiatives, introduced by the headteacher, are raising standards and securing long-term improvements for pupils.’

They also recognised the good Personal development, behaviour and welfare at Hyde Park Junior School.  In the report they say [pupils] show respect for others’ ideas and views. Older pupils can reflect, in a positive manner, about their experience of school…Pupils’ well-being is a priority for staff’

Inspectors identified that ‘Teachers’ planning is ensuring a good match of work for the majority of pupils in reading and mathematics. Consequently, from their different starting points, most pupils are making good progress in these subjects.’  However inspectors judged that the quality of teaching, learning and assessment requires improvement because ‘Actions taken to improve the quality of the teaching of writing have taken too long to have an effect’. They did note that ‘in Year 3, pupils make good progress when their vocabulary is extended and the quality of their writing is improved.’

Despite our showing significant improvements in attainment and being above the national average for pupils achieving the expected standard in maths, reading and writing; the inspectors focus was on the progress of pupils at the end of Key Stage 2, (measured from teacher assessments in year 2 to tests in maths and reading and teacher assessment in writing in year 6).  In the report they say -

In maths, ‘current pupils are typically making good progress.’

In reading ‘The teaching of reading is effective. Younger pupils use their knowledge of phonics to develop early reading skills and access the wider curriculum. Pupils who struggle with reading are supported well to ensure that they catch up quickly’. ‘…pupils make good progress and achieve well’

‘The improvement in the progress of disadvantaged pupils in reading over the last two years has been particularly strong.’

However the inspectors judged outcomes to require improvement because progress in writing was below the national average and the pupil group identified as disadvantaged ‘do not make strong progress in writing’.

Whilst we were disappointed by this judgement, we had already recognised that writing was a priority for improvement.  We have been working with Dr Susan Jones Senior Lecturer (Director of Doctoral Programmes at Exeter University) on a project improving grammar for Writing. Since the inspection we have tackled improving the consistency in the quality of the teaching of writing with the same rigour, pace and thoroughness we had already successfully applied to maths. The inspector recognised that ‘The headteacher is tackling weaknesses effectively. Along with governors, she is ambitious, understands the priorities for the school and has a clear vision for the future.’

Our SATs results for 2019 confirm the high standard of education we offer our pupils.

 

Age related +

HPJS

Age related +

National

Higher Standard

HPJS

Higher Standard

National

Reading

87%

73%

47%

27%

Writing

91%

78%

26%

20%

Mathematics

88%

79%

41%

27%