Swallow Dell Primary and Nursery School, located in Welwyn Garden City, Hertfordshire, underwent an inspection on March 8 and 9, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development.
Pupils at Swallow Dell build warm and respectful relationships, with adults modeling positive interactions. The school emphasizes mental health and well-being through therapeutic interventions, leading to good behavior and adherence to teacher expectations. Bullying is infrequent, and pupils feel confident in reporting concerns, knowing that staff take such matters seriously. The school fosters a sense of community, encouraging pupils to take on responsibilities, such as mentoring younger students through a buddy system. This involvement helps pupils understand democratic processes through initiatives like weekly ballots for ‘learner of the week.’
Despite these positive aspects, the school faces challenges in academic achievement. Leaders' ambitions for pupil learning are not sufficiently high, resulting in many students falling behind their expected levels. In subjects where the curriculum is well-designed, teachers effectively break down information into manageable steps, aiding pupil retention and understanding. However, in many other subjects, the curriculum lacks clear sequencing and detail, hindering cumulative knowledge building. Consequently, pupils struggle to recall prior learning, which is not effectively embedded in their long-term memory.
Assessment practices are inconsistent, leading to a lack of accurate understanding of pupil progress. While some teachers utilize assessment data to enhance curriculum design, many do not leverage this information to improve learning outcomes. In phonics instruction, the chosen scheme lacks the rigor needed for effective reading instruction, and teacher expertise varies. This inconsistency results in pupils not receiving adequate opportunities to practice and reinforce their learning, making reading unnecessarily challenging.
In the early years, children are generally happy and supported in their learning, but leaders have not clearly identified essential knowledge for development. Opportunities for fostering independence and confidence are not fully maximized, impacting preparation for key stage one. However, the school has made strides in supporting pupils with special educational needs and disabilities, ensuring they can learn alongside their peers through tailored resources and targeted questioning.
Pupils benefit from a range of educational visits and extracurricular activities, enhancing their learning experiences. The school has also prioritized improving attendance, with initial actions showing positive trends. Governors maintain an accurate understanding of the school's strengths and weaknesses, focusing on increasing pupil achievement.
Safeguarding arrangements are effective, with staff demonstrating vigilance and understanding of reporting procedures. Leaders take appropriate actions to ensure pupil safety, and the curriculum includes lessons on personal safety, including internet safety. Recruitment checks for new staff are conducted appropriately.
To improve, the school must establish a more coherent curriculum that clearly outlines the order and detail of content to be learned. Teachers require additional training and support to effectively deliver the curriculum, ensuring all pupils can progress adequately. Consistent assessment processes are necessary to provide leaders with a clear view of pupil learning and to identify areas needing improvement.
