Ofsted conducted a short inspection of Notley Green Primary School on 22 January 2019, following its previous judgment of good in June 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively fostered an environment where both pupils and staff are ambitious and committed to improvement. Strong relationships among staff and pupils contribute to the positive momentum of improvement plans, with pupils actively striving to achieve their best and encouraging their peers to do the same. Staff are dedicated to researching and implementing effective teaching practices, leading to ongoing enhancements in teaching, learning, and assessment.
Since the last inspection, leaders have made significant strides in improving educational quality. They closely monitor pupil progress and provide timely support for those at risk of underachievement. As a result, overall attainment has risen and is now above average. The leadership strength is recognized beyond the school, with leaders advising other local schools on improvement strategies. The school has also enhanced its physical environment, including a new library and improved facilities for Reception children.
The inspection noted that the level of challenge for all pupils, including the most able, has increased. Teachers are now planning learning sequences that effectively support pupils' progression. For instance, in mathematics, pupils are engaged in learning that develops their skills from basic concepts to deeper reasoning and application. Consequently, pupils are making better progress, and their attainment is improving.
Safeguarding measures are effective, with all arrangements meeting current requirements. The safety of pupils is a priority for staff, governors, and trustees, who regularly assess risks and provide necessary support. The trust and governing body closely monitor safeguarding practices, ensuring that all adults working with pupils are suitable.
The inspection also evaluated the support for pupils with special educational needs and/or disabilities (SEND). These pupils are fully engaged in school life and participate in various activities, including clubs and leadership roles. Teaching assistants play a crucial role in supporting these pupils, helping them gain confidence and independence. However, some teachers need to raise their expectations and tailor learning sequences more effectively to meet the needs of pupils with SEND.
In mathematics, leaders have identified the need for improvement and have implemented effective training for staff. The new approach is yielding positive results in classes where it is well embedded, with pupils demonstrating confidence in discussing their mathematical thinking. However, the consistency of this approach across all classes remains a goal for leaders.
Pupil behavior is commendable, reflecting the school's values. Pupils demonstrate kindness and inclusivity, actively engaging with newcomers and resolving conflicts independently. They understand bullying and report it as rare, with teachers responding effectively to any incidents. The school promotes cultural diversity and equality, with incidents of racism being infrequent and appropriately addressed.
Moving forward, leaders and governors are tasked with ensuring that all staff maintain high expectations for pupils with SEND and that the mathematics teaching approach is consistently applied across all classes. The inspection findings highlight the school's strengths while identifying areas for continued development to enhance the educational experience for all pupils.
