Hermitage Primary School, located in London, underwent an inspection on May 10 and 11, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving similar ratings. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
Pupils at Hermitage Primary School enjoy their time at the institution, which is characterized by a happy and welcoming atmosphere. The school environment is calm and orderly, attributed to established routines and clear expectations. Pupils exhibit kindness and consideration towards one another, including younger children, with older pupils taking on roles such as play leaders during break times. Respect for diversity is evident, as pupils show understanding towards those of different faiths and family structures. They feel safe and happy, knowing they can approach trusted adults with any concerns.
While school leaders and governors are ambitious for pupil success, the quality of education, particularly for students with special educational needs and disabilities, is not as effective as it could be. In the early years, there is a noted lack of vocabulary development due to insufficient modeling of language by adults across various curriculum areas. The school offers a range of additional activities, including piano lessons, cooking, calligraphy, and drama clubs, which help pupils explore their talents and interests.
The school aims for every pupil to read fluently and develop a love for reading, starting from Reception. Books are matched to the sounds pupils know, fostering confidence and positive attitudes towards reading. Additional support is provided for those struggling with reading. However, there are inconsistencies in how staff model and reinforce the phonics program, which affects some pupils' fluency and accuracy. The curriculum meets national requirements, but in some subjects, the knowledge pupils need to learn is not clearly defined, leading to gaps in understanding and preparation for future education stages.
Teachers have access to curriculum training, which enhances their subject knowledge in well-designed subjects, allowing them to deliver content clearly and address misconceptions. Pupils with special educational needs are accurately identified, and leaders seek external support. However, the guidance from external professionals is not always effectively utilized to adapt the curriculum for these pupils, limiting their learning potential.
Pupils collaborate well, sharing resources and listening to each other, contributing to an effective learning environment. The school has structured personal, social, health, and economic education, aiming to develop responsible citizens. Pupils learn about democracy and are engaged in activities that promote understanding of different viewpoints. They are also educated on identifying risks and understanding healthy relationships.
Governors and leaders are aware of the school's strengths and areas for improvement. While they fulfill their statutory duties, staff opinions on support for managing workload vary. The safeguarding arrangements are effective, with staff well-trained to identify and report concerns. Leaders prioritize safeguarding and work closely with external agencies to support pupils and families.
To improve, the school needs to clarify learning expectations in certain subjects, ensuring that teachers focus on essential concepts. Consistent use of agreed phonics strategies is necessary to enhance reading accuracy. In early years, more opportunities for language development should be provided. Additionally, adaptations for pupils with special educational needs should be effectively implemented to support their learning and independence.
