Hadley Wood Primary School, located in Barnet, Hertfordshire, was inspected on June 14 and 15, 2022, and received an overall effectiveness rating of good. The school has a strong emphasis on its core values, which promote the development of confident, capable, and caring individuals. Relationships between staff and pupils are characterized by professionalism, respect, and warmth, creating a safe and enjoyable learning environment. Pupils appreciate their education and feel supported by staff who are well-acquainted with their interests and personal circumstances.
The school has high expectations for its pupils, and the curriculum is well-structured and broad, allowing students to achieve well across various subjects. Pupils articulate their learning experiences confidently and eloquently. Behaviour in the classroom and throughout the school is commendable, with pupils reporting that bullying is infrequent and that they trust their teachers to handle any issues effectively. The school has a proactive approach to addressing bullying incidents.
Parents and carers express satisfaction with the range of extracurricular clubs and activities offered, which enrich the curriculum and contribute to pupils' personal development. The nurturing environment, combined with the leadership's commitment to high standards, is highly valued by the school community.
Leaders maintain a sharp focus on educational quality, carefully planning what pupils should learn and how they should progress. The teaching methods employed are logical and sequential, enabling pupils to build on their prior knowledge effectively. Opportunities for reflection and discussion about learning are encouraged, fostering a deeper understanding of the material. The early years provision is also well-considered, ensuring that children acquire foundational knowledge for a successful transition to Year 1.
Teachers utilize effective strategies to help pupils retain knowledge, clearly demonstrating how new learning builds on previous lessons. Professional development for teachers is prioritized, ensuring they understand how to support pupils' subject-specific knowledge acquisition. Assessment practices are well-implemented, allowing teachers to monitor pupils' understanding and provide timely feedback to address misconceptions.
Reading instruction is a key priority, with a structured phonics program in place from the early years. Weaker readers receive targeted support to help them catch up, and the selection of reading materials reflects a diverse range of topics, promoting understanding of equality and diversity.
Pupils with special educational needs and disabilities are well-supported, receiving tailored assistance that fosters independence and resilience. The positive attitudes of pupils contribute to their concentration and achievement during lessons. Attendance rates have improved, demonstrating the effectiveness of leaders' efforts to promote regular attendance.
Leaders also focus on pupils' broader development, providing numerous opportunities for participation in clubs and responsibilities within the school. The transition process for Year 6 pupils to secondary school is well-managed, with an emphasis on developing good habits and understanding the importance of behaviour expectations.
The school governance is characterized by professionalism, with governors actively supporting and challenging leaders to ensure focused development. Safeguarding arrangements are effective, with well-trained staff who prioritize pupil safety and well-being. Overall, Hadley Wood Primary School demonstrates a commitment to providing a high-quality education and fostering a supportive community for its pupils. However, there is a need for further development in the assessment strategies for physical education and music to ensure that all subjects are equally monitored for pupil progress.
