Henham and Ugley Primary and Nursery School

Highlights from Latest Inspection

What is it like to attend this school?

The school offers a welcoming and supportive environment for pupils. Pupils are proud to be part of such a caring community. They enjoy being in school and feel safe.

Pupils share worries with staff, who they know will help them.

Pupils learn and achieve well. They rise to the high expectations and challenges in place at the school.

Pupils enjoy their lessons. Staff make learning exciting and provide support for those who need extra help. Pupils work hard to achieve reward certificates in the weekly celebration assembly.

They proudly celebrate the success of others.

Pupils behave well in lessons and around the school. Clear routines are in p...lace and pupils respond to instructions quickly.

Incidents of low-level disruption are rare. Pupils respect each other and adults.

Pupils happily take on responsibilities to help others.

They value their roles of becoming helpers in the library, dining hall and playground. Pupils have access to a wide range of enrichment activities. These include participating in the school council, additional clubs, music lessons, visits out of school and visiting speakers.

Most pupils attend school regularly. This ensures they keep up with their learning. However, some pupils still miss too many days of school.

What does the school do well and what does it need to do better?

The school has an ambitious curriculum from early years to Year 6. Leaders have introduced new reading and writing programmes. These help to support pupils' learning across other subjects.

The school identifies the knowledge pupils need to learn in wider subject areas. Learning is well sequenced. Staff receive good-quality training and support to deliver the intended curriculum.

As a result, pupils learn and achieve well. New leaders have introduced many important changes to the school. Pupils' achievement and welfare are the centre of any improvements they make.

However, there is not yet a consistent approach to evaluating the curriculum or the changes made to check that they are making the improvements intended.

Reading is a priority for all year groups. Pupils talk with confidence about their love of reading.

Children begin to learn phonics as soon as they start school. Pupils read books that allow them to practise using the sounds that they are learning. Those who require help to read are identified early and given effective intervention and support.

Most pupils can read with fluency and confidence before they leave the school.

Children in the early years follow a curriculum that focuses on developing their curiosity. They complete tasks using their imagination and creativity.

Children have access to a well-resourced learning area. Adults prioritise the development of verbal and written communication. Children can make links between different areas of learning.

This means they are well prepared for learning in Year 1.

Leaders provide clear information for staff about pupils' identified needs. This includes pupils with special educational needs and/or disabilities.

Staff receive high-quality professional development. This allows them to provide effective support for pupils in lessons and extra interventions.

Pupils understand the revised behaviour approach introduced by leaders.

Staff are consistent with their expectations, and pupils respond well. Pupils strive to achieve weekly rewards. Pupils understand the consequences of not meeting expectations.

The school is a positive and calm environment.

Leaders have worked to improve the attendance of pupils who are absent frequently. However, there is further work to do to support parents and carers to understand the impact of any absence on pupils' learning and further improve attendance.

There are still too many pupils who miss out on learning.

The school considers carefully the many wider opportunities it offers to pupils. Pupils understand the importance of fundamental British values, equality and being inclusive.

Many pupils take up leadership roles, such as school councillors, eco-leaders and art ambassadors. Pupils are proud of the impact they have made to improve the school environment.

Pupils enjoy trips, for example to Colchester Zoo, which enrich the curriculum and make learning memorable.

Other events such as competitions develop confidence, resilience and teamwork skills. There are a wide range of sports and creative clubs, which are well attended.

Staff enjoy working at the school and are proud to be part of the community.

They have a collective aim to work together to provide a caring environment for pupils. They feel well supported by leaders who consider staff workload and well-being when making changes.

The governors know the school well.

They have high aspirations for the school. Governors are proactive in their role, providing support and challenge to school leaders.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend school regularly enough. This means these pupils miss important learning and develop gaps in their knowledge. The school should continue to raise expectations and develop its approach with parents and carers to ensure all pupils have high attendance.

• The school does not consistently assess the implementation of the curriculum and other aspects of its work. This means the impact of any changes are not evaluated regularly. The school should improve its approach to the quality assurance of actions and improvements so that it can evaluate what is working well and what can be improved further.