Ofsted

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Changes to the Ofsted framework

We are due our next inspection in 2027. This will be conducted under the new framework so the reporting will look quite different to what parents may have become used to.

 

Understanding the new Ofsted framework

Ofsted has updated the way schools are inspected and how outcomes are reported. We know this can feel confusing, especially if you are familiar with the previous system, so here is a simple guide to what has changed.

No more single overall grade

Previously, schools were given one overall judgement, for example, “Outstanding” or “Good”.

Under the new system, schools are no longer defined by a single headline grade. Instead, inspectors look at a range of areas and report on each one separately. This gives a fuller and more balanced picture of the school.

 

What areas are inspected?

Inspectors now assess schools in the following key areas:

  • Safeguarding -  how well the school ensures pupils are safe, how staff protect pupils from harm and how well safeguarding procedures are followed. This is reported as either “met” or “not met”.

  • Inclusion - how well the school ensures that all pupils, especially those with additional needs or from disadvantaged backgrounds, are supported to access high-quality education and feel they belong.

  • Curriculum and Teaching - the quality and effectiveness of what pupils are taught and how it is taught, including how the curriculum helps pupils know more and remember more.

  • Achievement - how well pupils perform and make progress across subjects.

  • Attendance and Behaviour - pupils’ attendance, conduct, routines and attitudes to learning.

  • Personal Development and Well-Being - how the school supports pupils’ wider development, character, resilience and emotional wellbeing.

  • Leadership and Governance - how effectively leaders and governors drive improvement, set the vision and ensure the school delivers well for pupils.

  • Early Years - how well the school supports children in Nursery and Reception classes, including their learning, development and readiness for Year 1.

 

What do the new gradings mean?

Each area is now graded using the following scale:

  • Exceptional - practice that is outstanding in every respect

  • Strong standard - consistently effective practice

  • Expected standard - effective practice that meets expectations

  • Needs attention - some aspects require improvement

  • Urgent improvement - significant improvements are required

 

This allows parents to see a detailed view of the school’s strengths and areas for improvement rather than a single overall score.

 

A range of judgement

Because each area is graded separately, a school may receive a mix of grades. For example, a school might be:

  • Strong standard in Curriculum and Teaching

  • Expected standard in Leadership and Governance

  • Needs attention in Personal Development

 

This is completely normal and helps identify both strengths and priorities for improvement.

 

Not comparable to the old system

It is important to note that the new judgements do not directly compare to previous Ofsted grades.

A school that was previously judged under the old system cannot be fairly compared with a school inspected under the new framework. The focus has shifted to giving a more detailed and nuanced understanding of each school.



Hook Lane is a “Good” school.

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  • Summary of Key Findings:

    We are very proud of our most recent Ofsted report following our inspection on 24th and 25th May 2023. These are some of the key findings from the inspection:

    • Pupils are happy and safe at this school.

    • Pupils from different backgrounds and with different needs play and learn together harmoniously.

    • Pupils study a well-thought-out curriculum. This includes pupils with SEND who access the same rich curriculum as their classmates.

    • Leaders have developed a genuine sense of community here so that parents and carers feel involved in school life.

    • Leaders and teachers have high expectations for what pupils can achieve.

    • Confidence-building starts in the very early years. 

    • Pupils with SEND are quickly identified and are very well supported to study the same curriculum as their classmates.

    • A rich and stimulating learning environment in the early years encourages pupils to recognise letters and sounds.

    • Pupils behave well in lessons and around the school. They know that unkind or discriminatory language is not tolerated.

    • Leaders ensure that pupils are developed beyond the academic curriculum. As well as the wide range of enrichment activities in school, pupils are encouraged to be active and kind citizens.

    • Leaders have a clear understanding of the school's strengths and areas for further improvement. Staff are proud to work in the school.

    • Leaders have established a culture of vigilance in the school and act swiftly upon any concerns raised. Pupils feel safe.

  • What will we be working to improve further?

    We will make sure that teachers are clear about what the most important content is for each subject so that pupils learn more of the curriculum.

    Ofsted Report