Watchlytes Primary School, located in Welwyn Garden City, Hertfordshire, underwent an inspection on September 28 and 29, 2021. The overall effectiveness of the school was rated as inadequate, reflecting significant concerns regarding the quality of education, behavior and attitudes, and leadership and management. The previous inspection in January 2016 had rated the school as good, indicating a notable decline in standards.
The inspection revealed that pupils at Watchlytes Primary School are not receiving an adequate education. The curriculum lacks ambition and does not cater to the diverse needs of the students. Consequently, pupils struggle to build a deep understanding of various subjects. Vulnerable pupils, including those with special educational needs and disabilities, have not received the necessary support to thrive academically and socially. Additionally, those who face challenges in reading do not receive adequate assistance to improve their skills, which is particularly concerning for the most vulnerable students.
In the early years, staff have recently begun to see positive outcomes from improvements made. Most children transitioning from Nursery to Reception are now ready to learn, and they quickly adapt to their new environment. However, the curriculum plans for subsequent years have not been well thought out, leading to concerns about the continuity of skill development as children progress into Year 1 and beyond.
While most pupils exhibit good behavior, there are instances of disengagement and restlessness during lessons. Pupils report that bullying is not a prevalent issue and express confidence in the support provided by adults in the school. They feel safe and enjoy physical education and extracurricular activities. Parents generally express satisfaction with the school's offerings, and staff take pride in their work.
The headteacher, who has been in position since 2018, has made some efforts to address weaknesses identified in previous inspections. However, the leadership team lacks a coherent development plan to drive improvements. There is a failure to articulate a clear vision for the school, and leaders have not effectively identified the necessary steps to enhance the quality of education. The curriculum lacks coherence, and teachers do not have the guidance needed to deliver a well-sequenced educational experience. Consequently, pupils often encounter disjointed learning experiences, which hinder their retention of important knowledge.
While the English and mathematics curricula are better sequenced, teachers do not consistently align their instruction with the intended curriculum. This lack of alignment prevents pupils from deepening their understanding in these subjects. The early years reading curriculum is well-structured, but the transition to Key Stage 1 is poorly managed, resulting in difficulties for children who struggled in Reception.
Support for pupils with special educational needs has improved, with timely identification and targeted assistance now in place. However, the effectiveness of this support is not consistently monitored, and leaders lack a comprehensive understanding of the progress made by these pupils. Attendance remains a significant issue, particularly for disadvantaged students, and the school has not implemented robust systems to address this concern.
In summary, Watchlytes Primary School faces substantial challenges in delivering a quality education. The leadership team must prioritize the development of a coherent curriculum, improve support for vulnerable pupils, and establish effective systems for monitoring attendance and behavior. Without decisive action, the school will struggle to regain its previous standing and ensure that all pupils receive the education they deserve.
