Meadlands Primary and Nursery School, located in Ham, Richmond, Surrey, has been recognized as a good school following its inspection on September 29 and 30, 2021. The school fosters a positive environment where pupils feel happy and safe. They are encouraged to express their thoughts and concerns, and pupil representatives actively participate in decision-making processes alongside school leaders. The importance of rules is well understood by students, contributing to a safe and supportive atmosphere.
The leadership team at Meadlands is dedicated to ensuring that all pupils achieve success in their learning. They have identified essential knowledge and vocabulary across all subjects, which aids in enhancing pupils' retention and understanding. Students express enthusiasm for their learning experiences and appreciate the encouragement to develop independence and take on responsibilities. Overall, behavior within the school is commendable, with pupils demonstrating kindness and care towards one another. Instances of low-level disruption are addressed promptly, and any bullying incidents are effectively managed.
The school offers a diverse range of extracurricular clubs that support the broader development of pupils. Leaders utilize the local environment to enrich the curriculum and maintain strong community ties, providing students with experiences beyond the classroom. The school has high expectations for pupils, particularly in developing confident and fluent reading skills. Phonics instruction is robust, starting in the Nursery and continuing through Key Stage 1, with regular assessments to identify and support those who may be falling behind.
Books used for teaching reading are well-aligned with the phonics being taught, ensuring that all pupils, including those who struggle, can become fluent readers. The enjoyment of reading is evident among students, who actively engage with stories read to them. Plans are in place to further expand the range of books available for phonics practice, particularly in Year 1.
Leaders recognize the significance of vocabulary development in learning, which is reflected in lesson plans and pupil work. In mathematics, the use of mathematical vocabulary is well integrated, with younger pupils learning number names and using precise language to describe mathematical operations. This approach enables pupils to articulate their learning confidently and understand its relevance to real-life situations.
While pupils are acquiring key knowledge in various subjects, there is a need for improvement in making connections between their learning over time. For instance, in history, while students grasp the concept of time within specific periods, they struggle to link different historical periods together. Pupils with special educational needs and disabilities receive appropriate support to access the curriculum, with staff trained to meet their needs effectively.
The school community, including parents and pupils, generally views behavior positively. Younger pupils are quickly redirected when they lose focus, and collaborative play is encouraged during outdoor activities. The school offers a variety of clubs and trips, which have resumed following COVID-19 restrictions, enhancing the overall educational experience.
Staff express high levels of satisfaction with the support they receive from school leaders, highlighting an open-door policy and consideration for their workload. The well-being of staff is prioritized, and they appreciate the professional development opportunities available to them.
Safeguarding measures are effective, with well-trained staff who know how to report concerns promptly. Leaders prioritize well-being and mental health, ensuring that pupils are educated on important personal and social issues, including online safety. Overall, while the school excels in many areas, there is a need to reinforce connections in learning to deepen pupils' understanding of knowledge and vocabulary.
