Arnett Hills Junior Mixed and Infant School, located in Rickmansworth, Hertfordshire, has been recognized as a good school following its inspection from January 8 to 9, 2020. The school fosters a nurturing environment where every individual is valued, creating a sense of community akin to a loving family. Staff, pupils, parents, and carers consistently express that the school promotes a culture of care and respect. Pupils demonstrate commendable behavior both in lessons and during playtime, and they are equipped with the skills to resolve conflicts amicably. Instances of bullying are reported to be rare, and when they do occur, staff address them effectively to prevent recurrence.
The school emphasizes the importance of a love for learning from an early age. Pupils exhibit curiosity and enthusiasm in their studies, often collaborating and sharing their learning experiences. Initiatives like the ‘reading river’ encourage pupils to recommend books to one another, fostering a community of readers. The leadership has cultivated an environment where achievements are celebrated, and nearly all pupils express enjoyment in their school experience.
In terms of academic performance, the teaching of reading is particularly effective, with most pupils leaving Year 6 possessing strong reading skills. The school ensures that reading materials are well-matched to pupils' interests and abilities. However, there are occasions when pupils lack the necessary background knowledge to fully comprehend certain texts, which can hinder their reading development. While early reading instruction, including phonics, is well-structured, support for struggling readers in Key Stage 2 sometimes falls short, as the materials provided do not always align with their needs.
Mathematics instruction is undergoing improvements, with pupils responding positively to the increased rigor in lessons. They are learning to reason and solve problems effectively, demonstrating a solid understanding of calculations. However, the curriculum has not yet been fully developed to support pupils in Key Stage 1 who struggle with basic mathematical concepts, leading to some falling behind.
Pupils exhibit a strong grasp of historical and geographical facts, recalling details of events exceptionally well. Nonetheless, their understanding of the skills associated with these subjects is less robust, primarily due to a lack of clarity from leaders regarding when specific skills should be taught and revisited. This gap can result in pupils forgetting previously learned skills.
The school is committed to supporting pupils with special educational needs and disabilities, working closely with families to create tailored plans that help these pupils overcome challenges. The leadership team prioritizes the personal development of all pupils, teaching them about mental health and providing opportunities for responsibility through various clubs and initiatives, such as the eco club.
In the early years, children receive a strong foundation for their education, with a well-planned curriculum that prepares them for future challenges. The early years provision is engaging, and children display positive attitudes towards learning, often articulating their experiences confidently.
Governors are actively involved in the school’s development, sharing the leadership's vision for continuous improvement. They are aware of the school's strengths and areas needing enhancement, ensuring that the school operates in the best interests of its pupils.
The safeguarding measures in place are effective, with staff well-informed about the signs of potential harm and the appropriate actions to take. Leaders maintain thorough records and collaborate with external agencies to support vulnerable pupils and their families. All necessary checks are conducted to ensure the suitability of adults working with pupils, and the school teaches pupils about safety in both online and everyday contexts.
To further improve, the school must ensure that pupils have the background knowledge necessary for understanding reading materials. Additionally, there is a need for better alignment of phonics instruction with the texts provided to struggling readers. The curriculum should be designed to support pupils who are falling behind while allowing them to keep pace with their peers. Lastly, leaders must clarify the timing for teaching and revisiting essential skills across all subjects to reinforce learning and retention.
