Harvey Road Primary School


Name Harvey Road Primary School
Website http://www.harveyroad.herts.sch.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 13 October 2011
Address Harvey Road, Croxley Green, Rickmansworth, Hertfordshire, WD3 3BN
Phone Number 01923773801
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 240 (54% boys 46% girls)
Number of Pupils per Teacher 22.9
Local Authority Hertfordshire
Percentage Free School Meals 0%
Percentage English is Not First Language 14.2%
Pupils with SEN Support 8.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about the school

Harvey Road is an average-sized primary school. Just under a quarter of pupils are from a wide range of different minority ethnic groups, with a very small proportion at the early stages of speaking English as an additional language. The proportion of pupils known to be eligible for free school meals is very low. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is below average. The school has the Activemark, Healthy Schools status and Bronze Eco-School status.

Main findings

Harvey Road is an outstanding school. Its continued drive for improvement has enhanced pupils’ progress. Attainment in English and mathematics, which was good at the last inspection, is now even higher. The quality of pupils’ learning is outstanding, with most teachers using assessment effectively to plan work that suits pupils’ abilities. The vast majority of parents and carers are very positive about the work of the school. They say, for example, ‘The staff both nurture and challenge the children’ and ‘The school provides a safe, happy environment in which to learn’. The headteacher, deputy headteacher and senior teacher form an exceptionally effective senior leadership team, inspiring and giving direction to the school. Through excellent monitoring systems that also involve subject leaders, senior leaders have a very clear understanding of the school’s strengths and areas for development. This is shared effectively and underpins strategic planning. Leaders set high expectations for staff and pupils. This builds a strong staff team that works together extremely well and is committed to improving practice. Most teaching is good and some is outstanding. In the best lessons, teachers use resources innovatively, including making the most of information and communication technology (ICT), to involve pupils actively and ensure levels of challenge are high for all. Although some teaching fell short of outstanding, effective marking that shows pupils and parents and carers how to improve and homework that builds well on class work, lead to pupils’ outstanding progress. In addition, substantial curriculum changes have contributed effectively to pupils’ progress and the continued rise in standards. This is because the curriculum is now more interesting and relevant. A Year 6 visit to The Globe theatre, for example, was followed by pupils reflecting on their learning through their individual website blogs and an atmospheric class performance of a section of Macbeth in assembly that captivated the whole school. In the Early Years Foundation Stage, children are motivated with praise and supported well but information about their skills on entry to the school is not always used to provide challenges that consistently meet the needs of all pupils. Pupils have an excellent awareness of keeping safe. For example, they shared key issues about road safety and understood that wearing distinctive clothing could help to ensure all pupils stay together during their imminent visit to Hampton Court. Pupils’ outstanding behaviour and sensitivity to others supports the school’s caring ethos. All pupils have opportunity to give their views regularly through the school’s ‘suggestion box’ and their school council representatives. They take on responsibilities, such as play buddies and play leaders, enthusiastically. Pastoral care is outstanding as staff know pupils very well and additional support provided closely matches specific needs. The school’s fast rate of improvement, the excellence of the leadership team, a strong governing body and robust self-evaluation processes combine to give it an outstanding capacity to continue to improve.