St Andrew’s Church of England Voluntary Aided Primary School, Hitchin

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Pupils are happy in the nurturing atmosphere at St Andrew's.

They are enthusiastic and inquisitive learners. The school's beautiful grounds provide them with opportunities to explore and grow. Pupils develop their talents and interests in a variety of ways.

These include learning to play the clarinet, ...performing in the end of year show, or competing against local schools in a range of sporting events.

The school has high expectations of pupils' behaviour and achievement. Pupils are polite and respectful.

In the dining room, they show their beautiful manners. The playground is a harmonious place. Older pupils take on the role of play leaders.

They look after the equipment and ensure everyone has someone to play with. In lessons, pupils listen to their teachers and to each other. Pupils work hard and achieve very well, particularly in the core subjects of reading, writing and mathematics.

Pupils appreciate the range of trips the school offers, such as a day at the beach or a residential stay in Cumbria. These trips enhance pupils' learning of the curriculum. They teach them important life skills, such as independence and teamwork.

Pupils with special educational needs and/or disabilities (SEND) are fully included in the life of the school.

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

The school's curriculum is ambitious. The school has precisely mapped out the 'building blocks' of learning in each subject area.

Leaders have ensured that across the curriculum, pupils build knowledge effectively towards clearly identified endpoints. The curriculum starts in early years where children acquire the important knowledge and skills they need for later learning. For example, teachers ensure that, through culture week, children learn about life in other countries.

They also enable children to learn about the world's oceans through the 'under the sea' topic. As a result, children are well prepared for studying geography in key stage 1 and key stage 2.

Teachers have good subject knowledge.

They explain new learning well. They teach pupils the specific vocabulary needed for each subject. In mathematics, for example, Year 4 pupils learn, and use accurately, the words 'parallel' and 'perpendicular'.

Pupils orally rehearse the new vocabulary. Effective repetition and frequent recaps help pupils commit their learning to their long-term memory.

In lessons, teachers check how well pupils are learning.

They probe pupils' understanding and address any gaps or misconceptions that arise verbally. However, there are inconsistencies in the way teachers notice misconceptions or move pupils' learning on through their written work. On occasion, pupils do not get the information they need to improve their work, or the opportunity to make the improvements.

This hampers some pupils' progress through the curriculum.

Reading is a high priority. Pupils have a wide and varied reading diet.

Older pupils talk maturely about their reading preferences. They know why reading is important. The school has drawn up a list of 100 high-quality books.

Pupils are motivated to read them by acquiring a 'reading passport.' The youngest pupils learn the sounds they need for early reading. They practise using books that contain the sounds they have learned.

In early years and key stage 1, well-trained adults deliver the school's chosen phonics programme as it is intended. Pupils who need extra help with phonics are supported effectively.

The school has refined its systems for identifying pupils with SEND.

Provision for these pupils is carefully planned to meet their needs. Most pupils with SEND access the same curriculum as their peers. Where necessary, they have adapted resources or help from additional adults.

Pupils with SEND progress well against their starting points.

Pupils behave well. The school's values, such as courage and friendship, are modelled by adults and mirrored by pupils.

Positive attitudes to learning lead most pupils to attend well. The school takes a sensible and tailored approach to improving the attendance of any pupils whose attendance causes concern.

A thoughtfully planned extra-curricular programme broadens pupils' understanding of the world and prepares them for life in modern Britain.

Voting for members of the pupil parliament helps pupils understand democracy. Visiting speakers from a range of professions give pupils insight into possible career choices. Pupils learn about a range of world religions.

They are tolerant and appreciative of religious and other differences.

Governors know the school well. They support and challenge leaders in their drive for continuous improvement.

There have been significant changes in personnel at the school. However, the new leadership team has made a positive impact in a short space of time. Staff are supportive of leaders.

They feel valued and appreciate the way leaders look after their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There are inconsistencies in the way teachers check pupils' learning, address misconceptions and provide pupils with the time and information needed to improve their written work.

As a result, some pupils do not make the improvements needed to progress well. The school should ensure that teachers use all aspects of assessment effectively so that all pupils are supported to achieve the ambitious aims of the curriculum.

Background

When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in September 2018.

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