Holywell Primary School, located in Watford, Hertfordshire, underwent an inspection on April 19 and 20, 2023. The overall effectiveness of the school was rated as requiring improvement, which reflects a decline from its previous inspection grade of good. The quality of education, behavior and attitudes, leadership and management, and early years provision were all assessed as requiring improvement, while personal development was rated as good.
The school is described as friendly, with pupils expressing enjoyment in attending and feeling safe. They engage positively with their peers and understand the concept of bullying, trusting staff to address any issues that arise. Pupils demonstrate a strong sense of equality and actively contribute to making the school welcoming, showing kindness and support to new students. They learn about their rights and responsibilities and participate in various roles, such as school councillors and house captains, as well as community activities like litter picking.
Despite the positive environment, the quality of education is inconsistent. While leaders have high ambitions for pupils and have developed a curriculum that interests them, opportunities for practical application of learning are limited. This has resulted in some pupils not making the expected progress. Most pupils exhibit positive attitudes towards learning, listening attentively and following instructions. However, there are instances of poor behavior that are not adequately addressed, leading to recurring issues.
Leaders have managed the school through a transitional period and have made adjustments to the curriculum to ensure it is broad and ambitious. However, some curriculum plans are not fully developed, and there has been insufficient monitoring of how well the curriculum is taught. This has led to a mismatch between the intended curriculum and its delivery, particularly in the early years. Additionally, governors were previously uninformed about the quality of education, but this has improved.
Teachers have not consistently received the necessary curriculum information to teach effectively, resulting in gaps in subject knowledge. In the early years, activities provided do not always align with the intended learning outcomes, affecting the development of pupils, including those with special educational needs and disabilities. In some subjects, teachers demonstrate strong subject knowledge and deliver the curriculum effectively, leading to better understanding among pupils.
The new phonics curriculum is still in development, and its effectiveness varies. While children in the early years are learning to match letters to sounds and enjoy sharing books, some do not receive enough practice to become confident readers. Teachers also do not consistently provide appropriately matched reading materials for pupils at different stages.
Pupils generally want to succeed and show good listening skills from an early age. However, staff do not always maintain high expectations for behavior, allowing some disruptive behavior to go unchallenged. This affects the learning environment, and some pupils struggle to concentrate. Leaders have not closely monitored behavior patterns, which hinders their understanding of areas needing improvement.
Pupils learn about diversity and develop an understanding of different faiths and lifestyles. Governors are now holding leaders accountable for prioritizing the quality of education, and a strategic approach to school improvement is being developed. Safeguarding arrangements are effective, with staff trained to recognize and report concerns promptly. Pupils are educated on staying safe in various contexts, including online.
To improve, the school must ensure that all staff support pupils in developing reading fluency and that teachers possess secure subject knowledge to meet the needs of all pupils. Consistent high expectations for behavior must be established, and leaders should enhance their monitoring of educational quality and pupil behavior to gain a clearer understanding of the school's performance.
