Bournehall Primary School, located in Bushey, Hertfordshire, has recently undergone an inspection on 15 and 16 October 2024. The school has been rated as good across all key areas, including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. Previously, the school was rated outstanding until November 2020, when it became subject to routine inspections. The transition arrangements for new pupils are well-planned, ensuring that children feel prepared as they begin their educational journey. The staff at Bournehall Primary School maintain high expectations for their students, fostering an environment where pupils are encouraged to achieve their best.
Pupils generally exhibit good behaviour and social skills, with younger students taking pride in their achievements, such as earning stickers for their efforts. Older students enjoy leadership roles, such as school ambassadors and library monitors, which help them develop responsibility and confidence. The physical education programme is robust, promoting the importance of exercise and teamwork through various sports, including basketball, football, and netball. The school also encourages pupils to express their thoughts and ideas through its ‘news and views’ programme, which fosters a sense of belonging and value among students.
Despite the positive aspects, the school faced challenges during the pandemic, which affected staff morale and slowed development. However, the local authority and governing body worked collaboratively to address these issues. New leadership has motivated staff by involving them in decision-making processes, particularly regarding curriculum development and the adoption of high-quality teaching resources. Staff training is primarily based on self-reported needs, which can sometimes overlook gaps in knowledge or teaching methods. This has led to instances where pupils do not receive clear explanations, particularly in reading and phonics, which can hinder their understanding.
The school is committed to supporting pupils with special educational needs and disabilities (SEND). Leaders have allocated resources to engage private support services, which provide effective counselling and guidance. Collaboration with local special schools helps identify and address the needs of pupils with SEND early on. While staff typically set clear targets for these pupils, there are occasions when the connection between targets and activities could be stronger, limiting opportunities for effective progress.
Bournehall Primary School has adopted a therapeutic approach to behaviour management, which has proven effective in helping pupils develop self-control and social skills. The school maintains open communication with parents and carers, addressing concerns directly and fostering a supportive community. Attendance rates are significantly higher than the national average, reflecting the school’s proactive strategies.
The personal development programme is comprehensive, offering a variety of extracurricular clubs and residential trips that promote independence and connection with the outdoors. The curriculum includes essential life skills, ensuring pupils are well-prepared for future challenges. Leadership at the school is strong, with governors providing effective oversight and ensuring resources are well-managed. The school environment is welcoming, contributing to a positive atmosphere that parents appreciate.
While the school has many strengths, there are areas for improvement. Support for pupils needing to enhance their reading and phonics skills lacks rigor, which can delay their progress. The school is working on embedding expectations for curriculum delivery and support for pupils with SEND. Strengthening oversight of curriculum implementation and providing necessary support to staff will help ensure effective learning experiences for all pupils. Overall, Bournehall Primary School demonstrates a commitment to providing quality education and fostering a nurturing environment for its students.
