Maple Grove Primary School, located in Hemel Hempstead, Hertfordshire, underwent an inspection on September 26 and 27, 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. This marks a significant decline from its previous inspection grade of good in January 2018.
Pupils express a fondness for their school and the friendships they form, enjoying subjects such as mathematics, history, and art. They are eager to succeed and appreciate the curriculum changes introduced by new leadership. However, many students, including those with special educational needs and/or disabilities, are not achieving their full potential and require more targeted support from staff to enhance their understanding.
The school has recently implemented five 'golden rules' to guide student behavior, which pupils are beginning to adapt to. They enjoy the incentive of earning 'marbles in a jar' for class rewards. Despite this, instances of distraction during lessons persist, and while pupils do not feel unsafe, they desire more proactive measures from staff to mitigate these behaviors. Pupils feel comfortable discussing concerns with adults and appreciate opportunities to express their feelings through activities like 'draw and talk' sessions and interactions with the school therapy dog.
While there are some opportunities for educational trips, students have expressed a desire for more visits that align with their learning topics. They also enjoy extracurricular activities such as choir, football, and sign language classes. School leaders have identified areas for improvement and are actively working on them, although much of this work is still in its early stages.
The curriculum for reading, writing, and mathematics has been revised to ensure it meets educational standards, with clearly defined learning steps established. Staff have received training on these updates, and while teachers check pupils' understanding, the thoroughness of these checks can vary, limiting the ability to address knowledge gaps effectively. A new phonics program has been introduced, and daily reading practice is encouraged. However, the precision of reading assessments needs improvement, as some pupils are reading books that do not challenge them adequately.
In foundation subjects, the curriculum is being updated, but this process is uneven across different subjects, resulting in pupils not receiving the comprehensive knowledge intended. Staff are now better at identifying pupils with special educational needs, leading to improved support in some cases. However, the provision remains inconsistent, with some staff expectations for these pupils being too low.
The early years environment has been enhanced, providing stimulating learning activities that better prepare children for Year 1. Nevertheless, staff are still adjusting to delivering the new curriculum, leading to inconsistencies in how well activities meet children's needs.
While the school can be calm and purposeful, concerns about low-level disruptions affecting learning persist. A new behavior policy is being implemented, and staff are adapting to its requirements. Most pupils attend regularly, and efforts have reduced the number of students missing school persistently.
The curriculum addressing values and respect has recently been updated, but pupils' understanding of equality and democracy is still developing. Staff are positive about the school's direction and appreciate the support for their welfare and workload. Governors have received assistance from the local authority to enhance their effectiveness in holding leaders accountable. The safeguarding arrangements in place are deemed effective. Overall, the school has identified key areas for improvement and is working towards enhancing the educational experience for its pupils.
