Our Lady Catholic Primary School in Hitchin, Hertfordshire, underwent an inspection on July 5 and 6, 2022, and received an overall effectiveness rating of good. The school has made significant improvements since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
The school is characterized by a friendly and welcoming atmosphere where positive relationships flourish. Pupils are happy and engaged in their learning, benefiting from a broad curriculum that fosters their interests and curiosity. They are eager to share their knowledge and ideas, and they appreciate the various trips and visitors that enhance their learning experiences. The school effectively prepares pupils for the next stage of their education, and they make good progress across all subjects.
Pupils exhibit good behavior, demonstrating politeness and respect. They respond positively to the high expectations set by adults regarding their learning and behavior. Pupils listen attentively to both adults and peers, and they take pride in assuming additional responsibilities within the school, carrying out their roles with enthusiasm.
Safety is a priority at the school, and pupils feel secure knowing that adults are available to help them with any concerns. They are aware of whom to approach if they have worries, and instances of bullying are reported to be rare. When bullying does occur, it is addressed promptly and effectively by staff. Most parents and carers express positive views about the school, feeling that it is a caring community where their children thrive.
Leaders have thoughtfully designed the curriculum to ensure that pupils acquire essential knowledge and understanding from Reception to Year 6. Teachers plan lessons that build on prior learning, helping pupils secure important knowledge in each subject. Assessment practices are effective, allowing teachers to identify areas where pupils need additional support. The curriculum is adapted to meet the needs of pupils with special educational needs and/or disabilities, ensuring they learn alongside their peers.
Subject leaders are knowledgeable and enthusiastic, providing support to staff in delivering the curriculum effectively. While many subject leaders are new to their roles, they monitor curriculum implementation and recognize the need to develop their confidence to enhance the quality of education further.
Reading is a strong focus at the school, with pupils regularly practicing their reading and becoming confident, fluent readers. The introduction of a new systematic synthetic phonics program is strengthening early reading instruction, with daily teaching and practice in place for Reception and Key Stage 1 pupils. Staff have received training to implement this program effectively, although there is ongoing work to ensure consistent application across all staff.
In the early years, children learn essential routines and behaviors that contribute to their success in school. Staff skillfully use questioning to develop children's thinking and play. Children are taught foundational skills, such as pencil grip and letter formation, and they develop their language and communication skills effectively. High expectations are set for children's achievements across the curriculum, ensuring they are well-prepared for Key Stage 1.
Pupils' personal development is supported through the curriculum and various extracurricular opportunities, including sports and music. They learn about safety, respect for diversity, and the importance of different cultures and traditions. Governors play an active role in ensuring that leaders' actions positively impact the quality of education.
The school has established effective safeguarding arrangements, with a strong culture of safeguarding in place. Staff receive relevant training and updates, enabling them to recognize signs of potential neglect or abuse. Leaders take prompt action to address concerns and collaborate with other agencies to support vulnerable pupils and families. Regular checks by governors ensure that safeguarding procedures are robust and effectively implemented.
