Hanover Primary School, located in Islington, London, has received a positive inspection report, reflecting its overall effectiveness as good. The inspection, conducted on July 9 and 10, 2024, highlighted several strengths of the school, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision, all rated as good. The school has successfully established a nurturing environment that promotes the ‘happy Hanover habits’ of kindness, bravery, and responsibility, which are integral to the school culture.
Pupils at Hanover Primary School demonstrate a strong enthusiasm for learning, benefiting from a curriculum that is academically ambitious and designed to support all students, including those with special educational needs and disabilities. The school effectively utilizes its local environment, such as the nearby canal, to enhance learning experiences, particularly in subjects like history and water safety. The curriculum is structured to ensure that pupils build their knowledge sequentially, fostering a collaborative learning atmosphere that contributes to their enjoyment of school.
The emphasis on reading is evident throughout the school, with staff receiving training to deliver a phonics program effectively. The school employs assessments to tailor phonics instruction, ensuring that pupils develop their reading skills over time. While some pupils show a greater love for reading than others, the school is actively working to cultivate a passion for reading among all students.
Hanover Primary School aims to provide a broad and deep understanding of subjects, and while staff training and guidance are generally effective, there are areas where newer curriculum subjects require additional support for staff to deepen pupils’ knowledge. The school has made significant strides in developing its early years curriculum, focusing on ensuring that all children, particularly those who are disadvantaged, learn in a well-planned and sequenced manner.
The school has also increased support for pupils with special educational needs, identifying their needs appropriately and setting expectations through ‘pupil passports.’ However, there are instances where the support provided does not fully align with individual needs, which can hinder learning. The school is committed to improving this aspect by ensuring that all staff receive the necessary training and guidance to support these pupils effectively.
In terms of behavior, the school has introduced new approaches to promote positive attitudes, and pupils appreciate the increased support for behavior management. The school collaborates with families and other agencies to improve attendance, although efforts to enhance attendance for pupils with special educational needs have been less successful due to a lack of targeted strategies addressing specific barriers.
Personal development is woven throughout the curriculum, with leaders identifying important topics for pupils to learn, including risk avoidance and community responsibility. Pupils engage in additional responsibilities, such as participating in the student council, which they value. Staff feel well-supported by school leaders, who are focused on ensuring that all pupils learn effectively.
The governing body plays an active role in supporting and challenging the school, working closely with the local authority to enhance the school’s effectiveness. The safeguarding arrangements are deemed effective, ensuring a safe environment for all pupils.
While the school has made significant progress, there are areas for improvement, particularly in supporting attendance for pupils with special educational needs and ensuring that all staff are equipped to deliver the full curriculum effectively. The school is committed to addressing these challenges to continue providing a high-quality education for all its pupils.
