Houghton Regis Primary School, located in Dunstable, Bedfordshire, has undergone an ungraded inspection on June 4 and 5, 2024. The overall judgement remains good, but evidence suggests that a graded inspection might yield a lower rating. The school is preparing for its next graded inspection. Pupils at Houghton Regis Primary are described as curious and caring, actively participating in house points and striving for star awards. Whole-school events, such as cultural week, enrich their experiences by exposing them to diverse languages, foods, and religions, fostering an environment where pupils feel comfortable expressing their identities.
The school emphasizes aspirations, particularly in sports and the performing arts, with many pupils engaging in extracurricular activities like ballet and gymnastics, leading to graded exams and inter-school competitions. However, pupil achievement varies, with some year groups excelling in specific areas while others face challenges due to inconsistencies in teaching. The school has experienced turbulence post-pandemic, including staff turnover, but leaders are working diligently to stabilize the situation by recruiting experienced personnel. Despite these efforts, issues persist that hinder pupil achievement.
The curriculum is well-structured, benefiting from trained leaders who develop detailed plans and provide resources for staff. However, curriculum leaders lack sufficient time to monitor teaching and learning effectively, making it difficult to identify training needs. This has led to instances where staff fail to adjust their teaching based on pupil responses, resulting in disengagement and mistakes in learning. In early years, the school focuses on phonics, ensuring staff are trained to deliver the phonics program effectively. Regular checks help identify pupils needing additional support, leading to improvements in phonics achievement.
Despite success in phonics, this has not translated into writing proficiency due to inconsistencies in teaching methods. Staff sometimes neglect to model writing exercises, causing pupils to repeat mistakes that become entrenched over time. The school is committed to supporting pupils with special educational needs and disabilities, providing a range of services and training for staff. However, some parents desire more involvement in understanding the support process, and staff express concerns about the quality and frequency of SEND provision checks.
Attendance and behavior policies have been updated, resulting in improved attendance and behavior among pupils. Nonetheless, challenges remain in consistently teaching behavior expectations, leading to mixed messages about what constitutes good behavior. The personal development program is a highlight of the school, promoting creativity, musicality, and sportsmanship, with additional support for vulnerable pupils through initiatives like the lunchtime nurture club.
Parents and staff have mixed opinions about the school, with some appreciating its offerings while others feel uninformed about plans and expectations. Leaders acknowledge the need for better communication and are working on strategies to enhance engagement. The safeguarding arrangements are deemed effective, ensuring pupil safety and well-being.
To improve, the school must focus on enhancing the teaching of writing by ensuring staff consistently explain foundational knowledge. Leaders should prioritize curriculum implementation and monitoring to quickly identify areas for improvement. Regular evaluations of teaching practices will help provide necessary training and support, enabling all pupils, including those with SEND, to learn and retain more effectively.
