Forres Primary School, located in Hoddesdon, Hertfordshire, has undergone significant changes in the past year, particularly in its curriculum. The school is described as a caring environment where pupils feel safe, included, and supported by the staff. Students generally enjoy their time at school, forming positive relationships with their peers and reporting minimal instances of bullying. When issues arise, staff are effective in addressing them, fostering a sense of trust among pupils. However, while pupils generally behave well, there are concerns regarding the consistency of adult expectations for behavior during lessons, which can lead to lapses in concentration and focus.
The curriculum has seen improvements, and pupils express enjoyment in their studies. Nevertheless, achievement levels across various subjects remain inconsistent. Leaders have ambitious goals for their pupils and have made strides in developing curriculum plans. Some subjects are well-structured, allowing teachers to build on prior knowledge effectively, while others lack detail, leading to gaps in essential knowledge and vocabulary. This inconsistency contributes to uneven pupil achievement across the curriculum.
Teachers have received training to enhance their subject knowledge, which has positively impacted some areas of the curriculum. However, not all teachers have had the necessary training to deliver every aspect of the new curriculum effectively. Consequently, in certain subjects, teachers may not identify and correct pupils' misconceptions promptly, hindering their learning progress. The new behavior policy has not been uniformly implemented, with some staff not maintaining high expectations for pupil behavior, resulting in occasional disruptions during lessons.
The school demonstrates a commitment to supporting pupils with special educational needs and/or disabilities (SEND). Leaders have raised expectations for these pupils and ensure their inclusion in all lessons. Effective systems are in place to identify their needs quickly, and appropriate support is provided, allowing for successful learning experiences when teaching is effective.
In the early years, children receive a solid foundation for their education. Leaders have carefully planned the curriculum to prepare them for Year 1, and children exhibit positive attitudes toward learning. The emphasis on early reading development is commendable, with staff well-trained to teach reading effectively. Pupils engage confidently with reading materials that align with their learning.
Pupils' personal development is a notable strength of the school, with a focus on mental health awareness and community understanding. Leaders adapt the curriculum to meet pupils' needs, ensuring relevant topics are revisited as necessary. Collaboration between governors and the local authority supports the school's improvement efforts, although a sharper focus on curriculum enhancement is needed to achieve the desired outcomes.
Safeguarding measures are effective, with thorough pre-employment checks and well-trained staff who can identify and report concerns. The school has developed resources to support pupils' mental and physical health, teaching them about safety, including online safety.
To improve, the school must ensure that all staff possess the subject knowledge required to plan and teach effectively across the curriculum. Regular checks on pupils' understanding should be implemented to address misconceptions promptly. Additionally, consistent high expectations for behavior must be established and maintained by all staff to minimize disruptions and enhance the learning environment.
