|Name||Hertford St Andrew CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 January 2019|
|Address||Calton Avenue, Hertford, Hertfordshire, SG14 2EP|
|Religious Character||Church of England|
|Number of Pupils||116 (50% boys 50% girls)|
|Number of Pupils per Teacher||13.3|
|Percentage Free School Meals||34.9%|
|Percentage English is Not First Language||21.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is smaller than the average-sized primary school. Most pupils are White British. The proportion of pupils eligible for support through the government’s pupil premium funding is well above the national average. The proportion of pupils who receive SEND support is above the national average, and the proportion of pupils who have an education, health and care plan is below the national average. The interim headteacher joined the school in January 2019 and will remain in post until the substantive headteacher joins the school in April 2019. The interim headteacher is working closely with the substantive headteacher and shares information regularly to support this transition period.
Summary of key findings for parents and pupils
This is a good school Hertford St Andrew CofE Primary School is an inclusive and happy school. It continues to provide its pupils with a good education. The interim headteacher, senior leaders and governors are ambitious for the school. They are well aware of the school’s strengths and areas for development. Their determination has improved several areas of the school’s work, including the quality of teaching and pupils’ progress. After a period of staffing instability which affected the consistency and quality of teaching standards, teaching, learning and assessment have improved. Attainment in reading, writing and mathematics is yet to reach the levels that the school aspires to. Nonetheless, pupils’ progress is improving strongly across the school. Most pupils make good or better progress in reading, writing and mathematics. Leaders provide a caring and nurturing environment where pupils grow in confidence and are keen to learn. This has a positive effect on their progress. Pupils enjoy the broad curriculum, which is enhanced by a wide range of trips, clubs and other events. Pupils’ behaviour is good in lessons and around the school. Pupils enjoy school and say they feel safe. They are taught to respect and treat each other equally. Almost all parents and carers speak very positively about the school. There is strong leadership and teaching in the early years. The environment is well organised, and adults are caring. Children quickly settle in and make at least good progress in all areas of learning. The governing body provides clear strategic guidance through strong support and effective challenge. However, governors do not monitor and evaluate thoroughly the effectiveness of leaders’ spending of the pupil premium funding to ensure the best outcomes for disadvantaged pupils. Subject leaders ensure that pupils are taught well across a broad curriculum. They do not yet have a clear understanding of pupils’ achievements in their subjects to ensure that pupils make consistently strong progress across the curriculum. Teachers build on pupils’ earlier learning effectively and manage their classes well. However, the work for the most able pupils is not routinely demanding enough. This means that these pupils do not consistently achieve as well as they could.