Hogarth Primary School and Nursery, located in Brentwood, Essex, underwent an inspection on February 21 and 22, 2023. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all assessed as requiring improvement.
Pupils at Hogarth Primary School generally feel safe and happy, appreciating their school community and demonstrating resilience amid recent leadership and staffing changes. While most students exhibit polite and positive attitudes towards learning, attendance remains a concern, with some pupils not attending as frequently as necessary. In lessons, distractions can occur when pupils do not fully understand the material or lack adequate support.
Students express confidence in approaching adults with concerns, particularly regarding bullying or unkindness, which contributes to their sense of security. They value past opportunities for extracurricular activities, including clubs and trips, but recent changes have led to some planned activities being canceled, resulting in missed experiences.
Leaders at the school are dedicated to improving pupil learning and achievement. They have implemented a structured early reading program, and teachers are beginning to follow these plans consistently. However, there is a lack of established procedures for identifying and supporting pupils who have fallen behind in their reading, which means some students are not receiving the necessary help to catch up.
The teaching of reading is more developed for older pupils, who enjoy engaging with guided class texts. However, the wider curriculum is still in its early stages, with current plans not effectively building on pupils' prior knowledge. Leaders have not clearly identified the essential knowledge pupils need to progress through the school, which limits their understanding of subjects over time.
Support for pupils with special educational needs and disabilities is adequate, with resources adapted and in-class support provided where necessary. However, leadership has not been consistent across curricular areas or in early years, resulting in teachers only beginning to receive the training needed to engage pupils effectively and identify learning gaps.
The school has established a solid curriculum for personal, social, and health education, teaching pupils about qualities needed for good citizenship. However, efforts to enhance pupils' development beyond the curriculum have been hindered by frequent staff changes. Pupils demonstrate kindness and respect for differences, learning about democracy and other cultures through various activities.
Despite identifying pupils with poor attendance, leaders have not developed an effective strategy to improve attendance rates, which remain low, particularly among disadvantaged pupils and those with special educational needs. Staff morale has been affected by the numerous leadership changes, although recent improvements in support from leaders have led to a more positive outlook.
The safeguarding arrangements at Hogarth Primary School are effective, with staff receiving regular training and being proactive in addressing potential issues. Leaders ensure that appropriate checks on adults working at the school are completed, and pupils are educated about safety, particularly online.
To improve, leaders must ensure that staff understand the knowledge they need to teach, develop a plan for supporting pupils who have fallen behind in reading, and promote personal development beyond the taught curriculum. Additionally, a systematic approach to improving attendance is necessary to ensure all pupils, especially those from disadvantaged backgrounds, attend school regularly.
