Ardeley St Lawrence Church of England Voluntary Aided Primary School, located in Stevenage, Hertfordshire, has been rated as good in its recent inspection conducted on 21 and 22 September 2022. The school has maintained this level of effectiveness since its previous inspection in October 2016. The overall quality of education, behavior and attitudes, personal development, leadership and management, and early years provision have all been assessed as good.
Pupils express a strong affection for their school, highlighting that they learn effectively, enjoy their playtime, and feel secure within the school environment. The commitment of teachers to the welfare of their students is evident, as pupils report that there is always an adult available to assist them with any concerns. The school fosters high expectations regarding behavior, instilling values such as respect, kindness, and tolerance. Incidents of bullying are rare, and pupils are confident that staff will address any issues promptly.
The motivation and enthusiasm of pupils towards their learning are notable. Teachers effectively structure lessons, enabling pupils to acquire knowledge swiftly. The school offers a diverse range of visits and extracurricular activities that reinforce classroom learning. Pupils engage with various subjects, including fine art and Greek mythology, and participate in hands-on experiences such as caring for farm animals. These activities contribute to a broader understanding of the world, helping pupils develop into responsible and compassionate citizens. Parents express satisfaction with the quality of education their children receive.
The school’s leadership has developed a comprehensive and ambitious curriculum designed to equip pupils with essential knowledge for their future. Teachers are adept at building on prior learning, breaking down complex concepts into manageable steps, and ensuring that pupils grasp new ideas clearly. Regular revisiting of previous material aids retention, and teachers are attentive to identifying and addressing misconceptions. However, there are instances where pupils are not given enough opportunities to apply their knowledge independently, which limits their ability to use what they have learned in new contexts.
Reading instruction is a priority at the school, with teachers employing consistent methods to help pupils become proficient readers. Reception children are introduced to new sounds and can blend and read familiar words, while older pupils quickly develop fluency through regular practice. The alignment of reading materials with pupils' levels supports their progress, and pupils are eager to advance to higher reading levels due to their enjoyment of reading. Leaders monitor reading progress closely and provide timely support for those who require additional assistance.
The school ensures that pupils with special educational needs and disabilities receive quality support. Leaders collaborate with external agencies to provide tailored assistance, and staff receive training to effectively support these pupils. The curriculum is adapted to meet the needs of all learners, ensuring that pupils with SEND can thrive.
In the early years, children develop language skills effectively and begin to understand the world around them through clear instruction and a variety of engaging activities. This approach helps them retain knowledge and fosters a positive learning environment.
Pupils demonstrate positive behavior in lessons and throughout the school, showing respect for one another, their teachers, and visitors. The caring ethos established by leaders promotes empathy and support among pupils, who actively look out for each other and welcome diversity. Attendance is high, as pupils are eager to participate in school.
Pupils also understand the principles of democracy, participating in voting for school council representatives. The personal, social, and health education curriculum equips them with the knowledge to build healthy relationships as they grow.
Teachers appreciate the support from school leaders, which enhances their subject knowledge. Governors possess a thorough understanding of the school’s context and strengths, fulfilling their responsibilities effectively. However, some reporting systems lack rigor, making it challenging to assess the implementation of certain policies accurately. Leaders are addressing this issue.
The safeguarding arrangements at the school are effective. Staff are trained to identify at-risk pupils and communicate concerns promptly. Leaders respond quickly to provide necessary support and make appropriate referrals to external agencies. Regular checks ensure that all staff are suitable to work with children, and pupils are educated about online safety and potential risks.
To improve, leaders need to enhance their evaluation of specific areas such as behavior and attendance to gain a clearer understanding of the effectiveness of school policies. Additionally, ensuring that all teachers provide regular opportunities for pupils to apply their knowledge independently will help deepen their understanding and mastery of complex concepts.
