Little Gaddesden Church of England Voluntary Aided Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils value the fact that everyone knows everyone in their small school. This helps them to feel happy and safe in their 'Little Gaddesden community'. Older pupils look after younger children during lunchtime when everyone shares the same space.

Pupils learn and achieve well across a wide range of subjects, rising to meet the high expectations that staff have of them. Frequent high-quality trips and events help pupils to embed their learning. Following a workshop on the story of Easter, pupils could recall details including the importance of the Garden of Gethsemane.

Pupils behave well throughout the school day. There is always a calm and positive atmosphere. Pupils'... learning is not interrupted by the behaviour of others.

Pupils have warm relationships with each other and with the staff. Pupils are polite towards each other. They can debate issues, such as whether the suffragettes were justified in their actions or not while remaining courteous towards each other.

Pupils benefit from a wide range of before- and after-school clubs. They feel that the before-school clubs, like street dance, help get them to school on time and 'give me a boost of energy for the morning'.

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

The school has created an ambitious curriculum.

It has carefully thought about what it wants pupils to know. For example, in history, pupils develop a deep understanding of the Battle of Britain. Knowledge is broken up into small steps, which helps pupils to learn and remember it.

In some subjects, teachers lack the expert subject knowledge to fully realise what the school wants to achieve. This means that sometimes, some pupils do not extend or embed their understanding as well as they might.

In early years, children get off to a good start.

They are exposed to a wide range of vocabulary. Staff provoke and challenge children's thinking. The environment enables children to take what they know and apply it in different ways.

For instance, by pushing toy cars through different colour paints, they learn about colour mixing.

The school prioritises teaching pupils to read. The teaching of phonics is effective.

Sometimes, pupils do not get enough opportunities to practise sounds. However, teachers quickly identify pupils who have fallen behind. Immediate support is put in place to help them keep up.

The school makes careful checks to identify pupils who have not yet mastered their phonics. These pupils receive effective, extra teaching that supports them to catch up with their peers. This leads to pupils reading very confidently and with increasing fluency.

Teachers are passionate about reading. They choose high-quality texts to read to their classes. This helps older pupils develop a love of reading.

There are high expectations for pupils with special educational needs and/or disabilities (SEND). The school ensures that pupils with SEND learn the same curriculum as their peers. Teachers make appropriate, and often subtle, adaptations to their lessons to meet pupils' individual needs.

Pupils with SEND achieve well overall as a result.

Pupils are polite and confident. They feel comfortable and happy here.

They listen carefully to their teachers and follow instructions. A calm and purposeful atmosphere can be felt throughout the school. Children in early years are focused and engaged in lessons.

They are motivated and independent learners. They share and take turns with their peers without adult support.

The school carefully monitors attendance and takes swift and personalised actions when required.

As a result, pupils attend regularly and persistent absence is very rare.

The school promotes the personal development of pupils effectively. All pupils can take on leadership responsibilities.

Year 3 pupils buddy up with the new intake of Reception children. In the first weeks, they take them to lunch and help the younger children understand the routines. Year 6 pupils take on a range of ambassadorial roles, like well-being and 'STEM' ambassadors.

These give them a whole-school responsibility. Pupils also learn about democracy through the annual election of the 'Pupil Parliament'. The school provides a range of exciting trips.

These include outings to London on public transport. These trips create treasured memories for pupils. Pupils know how to keep themselves safe online and in the real world.

They understand actions they can take to support their own mental health.

Governors are knowledgeable and diligent in the actions they take. They support and challenge the school effectively because they know the school well.

As this is a small school, staff have several responsibilities. The school endeavours to support staff with their workload as best as it can.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not always have the precise subject knowledge required to teach the curriculum confidently and consistently as well as leaders intend. As a result of this, sometimes, some pupils are not supported to deepen or extend their understanding. The school should ensure that teachers have the expertise required to implement all areas of the curriculum effectively.

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