Ewyas Harold Primary School
| Type | Primary / Community school |
| Age Range | 4-11 |
| Religion | Does not apply |
| Address | Ewyas Harold Ewyas Harold Primary School Hereford Herefordshire HR2 0EY |
| Phone | 01981240432 |
| Reference Number | 116674 |
Ewyas Harold Primary School is currently rated as requiring improvement overall. The school has made considerable efforts to provide a supportive environment for its pupils, especially in the early years, where children are thriving due to strong foundations in learning routines and behaviour management. However, the quality of education across the wider curriculum is inconsistent, with issues in subject implementation and assessment hindering pupils’ overall achievement. Moreover, the identification of students with special educational needs and/or disabilities (SEND) has been flagged as an area needing improvement, which directly affects their learning experiences.
General Makeup
| Number of pupils | 102 |
| Boy/Girl ratio |
Boys: 64.71%
Girls: 35.29% |
| Percentage of students eligible for free school meals | 20.6% |
| Percentage of students where English is not their first language | 1% |
Class Sizes
| Average size of one teacher classes | 20.4 |
| Average size of Key Stage 1 classes taught by one teacher | 16 |
| Average size of Key Stage 2 classes taught by one teacher | 27 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 10 | 5 | 15 |
| 2 | 8 | 4 | 12 |
| 3 | 10 | 4 | 14 |
| 4 | 9 | 6 | 15 |
| 5 | 7 | 2 | 9 |
| 6 | 9 | 7 | 16 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| White, British | 95.1% |
| White, Other | 2.9% |
| White & Black (African) | 2% |
| Overall Ofsted Rating | Requires Improvement |
| > Quality of education | Requires Improvement |
| > Behaviour & Attitude | Good |
| > Personal Development | Requires Improvement |
| > Leadership & Management | Requires Improvement |
| > Early Years Provision | Good |
| Last Report Date | 17 Oct 2023 |
| Date | Report |
|---|---|
| 17 Oct 2023 | School inspection: |
| 09 May 2018 | Short inspection |
| 02 Jul 2014 | Full inspection: |
| 03 Oct 2013 | Monitoring visit |
| 06 Jun 2013 | Full inspection: |
| 05 Oct 2009 | Full inspection: |
| 08 May 2007 | Full inspection: |
| 15 Mar 2006 | Full inspection: |
| 14 Mar 2000 | Full inspection |
Strengths
- Children get off to a strong start in the early years.
- Pupils behave well and understand the school's behaviour policy.
- Small class sizes in early years and key stages facilitate personalized learning.
- A high priority is given to teaching reading effectively.
- The early years curriculum is ambitious and lays a strong foundation for future learning.
Areas for Improvement
- Curriculum implementation in foundation subjects is at an early stage.
- Most subject leaders lack the experience needed for effective curriculum evaluation.
- Pupils with SEND are not always identified quickly enough, delaying support.
- Pupils' awareness of different cultures and fundamental British values is limited.
- Governance has not held the school effectively accountable, allowing weaknesses to persist.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 56% | ||
| Pupils meeting a higher standard | 6% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 106 | ||
| Maths | 105 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | -1.8 | ||
| Writing | 0 | ||
| Maths | -1.6 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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| Number of Applications | Number of Offers | |
| First Preference | ||
| Second Preference | 2 | 0 |
| Third Preference | 1 | 0 |
| From another Local Authority | 0 | 0 |
Previous Years
Sample
Unlock| Name | Distance |
|
Longtown Community Primary School
Longtown, Hereford, Herefordshire, HR2 0LE |
4.23 miles |
| Name | Distance |