Harper Bell Seventh-day Adventist School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Senior leaders have improved the school since the previous inspection. Their commitment and drive is shown through their ambition for the pupils and their community.

The number of leaders has increased. There is good capacity for further improvement. Senior leaders know that middle leaders require more leadership support.

Leaders have refined and implemented a curriculum which now demands more of pupils. Pupils are attaining higher standards. Senior leaders, by supporting individual teachers to teach the school's agreed curriculum, have ensured that teaching has improved over the past two years.

Governance is effective. The schoo...l is well placed for the soon to be formed governing body to begin its work. The teaching of reading and writing is effective.

Pupils make strong progress in these subjects in each year group. The teaching of mathematics has improved since the previous inspection. However, weaknesses remain, notably in key stage 1.

Disadvantaged pupils are taught well and make good progress. Pupils, notably those who join the school in Reception and progress through to Year 6, achieve well at Harper Bell. They benefit from effective teaching, especially in the early years and in Year 6.

Pupils conduct themselves well around the school and during lessons. Parents and carers, pupils and staff express positive views about behaviour. Leaders and governors ensure that pupils are kept safe.

Arrangements for safeguarding are effective. Pupils' spiritual, moral, social and cultural development is very well supported. In their day-to-day learning, pupils develop a secure understanding of respect and why celebrating diversity is important.

Children in the early years benefit from excellent provision through the Reception year. They make strong gains in their learning. Pupils with special educational needs and/or disabilities (SEND) are not taught as well as other groups.

Pupils attend well. Pupils at risk of high levels of absence are supported to attend regularly.

Information about this school

Harper Bell is smaller than the average-sized primary school.

The proportion of pupils who are supported by the pupil premium is above average. Almost all pupils are from minority ethnic groups. The largest groups are Black or Black British – Caribbean and African.

Approximately one in four pupils speak a first language that is not English. The proportion of pupils with SEND is well above average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below the national average.

The early years is made up of one Reception class. There is one class for each year group in Years 1 to 6. There is high mobility in the school, with pupils entering and leaving the school at non-standard times.