Hartley Primary Academy is a very happy school. Pupils, parents and carers and staff all say so. It is obvious to see that pupils love their learning. Teachers have high expectations of them. Pupils rise to the challenges that their teachers set them. They have a true thirst for knowledge. At times, in some subjects, teachers could offer even greater range and depth of learning. Leaders have created a school where pupils feel safe. Staff make sure that pupils’ needs and well-being come first. As a result, pupils say that Hartley is a kind place. They do not fear bullying because they say that it does not happen. They trust that adults in the school would stop any unkind behaviour straightaway. Pupils’ behaviour is exemplary. Whether in class or at play, pupils show great self-control and politeness. They are respectful towards each other and adults alike. Parents value very much the warm and welcoming culture that the school provides. One parent’s comment summed up how many feel: ‘I am incredibly pleased with the care and education that Hartley Primary Academy offers my children. I see how hard that all members of staff work to provide the children with exciting and interesting opportunities.’ What does the school do well and what does it need to do better? Leaders have developed the curriculum significantly since the previous inspection. They have focused on encouraging pupils to use an enquiring approach. In their learning, pupils make connections across different subjects. They have developed their ability to analyse and question. However, leaders have noticed that they need now to focus more on the content that pupils learn. Leaders realise that the breadth and depth of knowledge covered need to be greater. This is especially true in some foundation subjects, such as history and religious education. Leaders have begun this process, but it is not yet finished. Many teachers at the school are highly skilled in their delivery of the curriculum. They have secure subject knowledge. They consider very carefully how they help pupils learn successfully. All pupils show a real interest and curiosity in their learning. Teachers have encouraged pupils to be hungry to find out more. Pupils remember what they learn well. They can speak about their learning confidently. Their work shows that they learn successfully what teachers deliver. However, sometimes the work also shows that pupils do not have a sufficient range and depth of knowledge in some subjects. Teachers check carefully on the progress that pupils make. They know their pupils well, and tailor learning to suit individual needs. They work well with the special educational needs coordinator to consider ways in which to help remove any barriers to learning. Much of this support is effective. However, there is variation in the consistency with which staff deliver this support. Children begin their learning to read journey in Nursery. Here, staff ensure that children listen to stories, learn rhymes and songs as well as picking up on new vocabulary. This continues seamlessly into Reception, where children then learn letters and their sounds. By the end of key stage 1, most pupils have become readers. However, a minority of pupils do not. They receive help to catch up, but this support sometimes lacks the urgency that the pupils need to become fluent readers quickly. The school is a settled and calm environment. Pupils’ behaviour is exemplary throughout the school. When they are learning, they work exceptionally well with each other and adults. Their positive attitudes and respect for each other mean that everyone can learn without impediment. Around the school, pupils demonstrate the same high standards of behaviour. Leaders have a strong focus on the development of the whole child. They ensure that pupils have as broad and rich an experience as possible while they are at school. The pandemic halted some activities, but these have now resumed. The many sports activities have restarted, as well as other popular clubs, such as the club for musical theatre. All pupils experience outdoor learning once a week. Theatre trips, residential visits and trips to places of interest happen regularly for all ages. Pupils have many and varied opportunities for taking up responsibilities, which they relish. The principal and her team ensure that staff workload and well-being are properly attended to. Staff appreciate their efforts and enjoy working at the school. Governors and the trust provide effective support and challenge. Leaders work well together to bring about improvements to the school. In discussion with the headteacher, the inspector agreed that the curriculum content in the foundation subjects may usefully serve as a focus for the next inspection.