Maple Primary School, located in St Albans, Hertfordshire, has recently undergone an inspection that evaluated its overall effectiveness as good. The school has a diverse and culturally rich community, with pupils from various backgrounds and home languages being celebrated. This inclusivity fosters a sense of belonging among students, who demonstrate a mature understanding of differences. The integration of deaf children from the specially resourced provision for special educational needs and disabilities is particularly commendable, as they adapt exceptionally well within the school environment. New pupils from overseas also settle in quickly, contributing to the school's vibrant community.
Pupils at Maple Primary School exhibit a strong desire to learn and participate in various extracurricular activities, such as animation workshops and street dance sessions. Their attendance is commendable, and they generally behave well both in lessons and during social times. The school promotes a culture of kindness, with pupils trusting adults to address any issues, including bullying, promptly. Parental support for the school is evident, with many parents expressing their willingness to recommend it based on feedback from the Ofsted Parent View survey.
The interim headteacher has effectively guided the school through a transitional period, particularly during the pandemic, by focusing on enhancing the curriculum across all subjects. Subject leaders have developed curriculum plans that outline what pupils will learn and when they will acquire new knowledge. Teachers emphasize the importance of vocabulary and revisit previously taught material to reinforce learning. This approach has enabled pupils to articulate complex ideas confidently, particularly in subjects like computing.
However, the report highlights areas for improvement, particularly in the consistency of curriculum planning across all subjects. In some areas, it is unclear when teachers will revisit essential knowledge, which can hinder pupils' retention and understanding of key vocabulary. The school is actively working to address these gaps, ensuring that all subjects benefit from robust curriculum planning.
In the early years, children in the Reception class receive a solid foundation for their education. Staff assess children's starting points and adapt the curriculum accordingly, incorporating activities that promote physical development and fine motor skills. Leaders are also reviewing the curriculum to strengthen connections with foundation subjects in later years, ensuring a seamless transition for pupils as they progress through the school.
Reading instruction is a particular strength at Maple Primary School, with staff providing effective support to help children learn to read quickly and well. Many Year 2 pupils are already reading challenging and enjoyable books with confidence. The reading curriculum is well-structured, with books that align closely with pupils' reading abilities. Staff receive regular training to ensure they employ the best methods for supporting all learners, including those who speak English as an additional language or have special educational needs.
The school has prioritized improving provisions for pupils with special educational needs who are not in the specially resourced provision. The new special educational needs coordinator has been given the necessary resources to enhance support for these pupils, ensuring they can access the same curriculum as their peers. Staff are proactive in involving parents in identifying their children's needs and regularly review support plans to adapt to changing requirements.
Overall, while Maple Primary School demonstrates many strengths, particularly in its inclusive environment and commitment to pupil development, there are areas that require attention to ensure consistency in curriculum delivery and support for all learners. The school is well-positioned to build on its successes and address these challenges moving forward.