The Thomas Coram Church of England School in Berkhamsted, Hertfordshire, received a positive inspection report, highlighting its overall effectiveness as good. The inspection took place on June 20 and 21, 2023, and the school has maintained its good rating since the previous inspection in February 2018. The school provides a friendly environment where pupils feel happy and secure. They form strong friendships and demonstrate kindness and support towards one another, contributing to a positive atmosphere conducive to learning. Pupils are articulate, respectful, and eager to share their thoughts, showing enthusiasm for their education.
The curriculum at the school is broad, balanced, and rich, allowing pupils to explore their interests and enhance their language skills through quality texts and engaging topics. This approach has led to good academic achievement among pupils. Most students exhibit good behavior, and school leaders are proactive in addressing any instances of bullying, ensuring that pupils feel safe. However, a small number of pupils have not received adequate support to manage their behavior effectively, although improvements have been noted over the year. The school has implemented a new behavior management strategy that reflects high expectations for pupil conduct.
Pupils demonstrate an understanding of British values, including respect for diversity. They take on responsibilities within the school community, completing tasks without prompting and showing maturity in their roles. This involvement helps them develop into well-rounded individuals, preparing them for the transition to secondary education. The leadership team has evaluated and refined the established curriculum plans, ensuring that teachers possess strong subject knowledge and provide clear instructions. This clarity enables pupils to understand their tasks and build their knowledge over time.
While the school prioritizes reading, with pupils enjoying guided reading sessions that enhance their comprehension and fluency, there are areas for improvement. In some foundation subjects, leaders do not consistently monitor long-term retention of knowledge, which may hinder their ability to identify gaps in pupils' understanding. Additionally, while the school is committed to providing an ambitious curriculum for all pupils, the support strategies for those with special educational needs and disabilities are still developing in certain subjects, affecting their ability to access the curriculum fully.
The personal development program is extensive and adaptable, allowing pupils to take on various responsibilities that foster a sense of community. They learn about mental health and receive support from staff when needed. The school environment is calm and orderly, with most pupils behaving well in classrooms and during playtime. Leaders have established positive relationships with pupils, parents, and staff, fostering a consistent vision and clear communication. Staff well-being has improved, and leaders work closely with governors to ensure effective strategic planning.
The safeguarding arrangements are effective, with pupils aware of how to stay safe online and in their communities. Staff receive up-to-date training to recognize and address potential risks, and concerns are acted upon promptly. To further improve, the school needs to ensure that all staff and pupils understand and adhere to the new behavior policy, as some pupils have struggled during unstructured times. Additionally, leaders must develop accurate systems to monitor long-term learning in foundation subjects and ensure that support strategies for pupils with special educational needs are consistently applied across all subjects. Overall, the school demonstrates a commitment to continuous improvement and the well-being of its pupils.
