Henderson Green Primary School, located in Norwich, Norfolk, underwent an inspection on April 24 and 25, 2024. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education was also deemed to require improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were identified as areas needing improvement.
The headteacher, Clair Gribble, leads the school, which is part of The Heart Education Trust. The trust is overseen by CEO Hazel Cubbage and a board of trustees chaired by Laura Myles. The school has faced challenges due to frequent changes in staffing and leadership, which have impacted the quality of education provided to pupils. Although recent improvements are beginning to show positive results, many pupils still do not receive the level of education necessary for their development.
Pupils at Henderson Green Primary School are well cared for and feel safe, enjoying positive relationships with adults. However, the quality of education remains inconsistent, with many pupils lacking the detailed knowledge and skills required for their next educational steps. This is particularly evident in the early years, where many children are not adequately prepared for Year 1. Despite these challenges, pupils exhibit good behaviour, enjoying their time in class and during play, fostering a friendly and collaborative environment.
The school offers a variety of extracurricular activities, including karate and bushcraft, which help pupils appreciate diversity and build friendships. However, the school has experienced a turbulent period, and while there are signs of improvement, significant work is still needed to solidify these changes. The curriculum has been revised to be more ambitious, with some subjects like geography and art showing better outcomes for pupils. Nevertheless, inconsistencies in educational quality persist, particularly for older pupils who have gaps in their knowledge due to previous weaker provisions.
While some teachers are improving their subject knowledge and pedagogical skills, not all are equipped to deliver the curriculum effectively. This has resulted in some pupils not developing the necessary knowledge and skills across various subjects. Leaders are providing high-quality training to staff to enhance their teaching practices, and teachers are committed to improving outcomes for pupils.
Pupils with special educational needs and disabilities (SEND) experience varied levels of support, with some receiving effective assistance while others do not have their needs adequately met. The school recognizes the importance of tailored support for these pupils and is working to ensure that all activities are designed to help them access the curriculum effectively.
Reading is a focus area, with pupils exposed to a range of texts to foster a love of reading. Recent initiatives, such as structured story time in Reception, aim to enhance vocabulary and comprehension skills. However, some pupils still lack the phonics knowledge necessary for proficient reading, although support is in place to help them catch up.
The early years curriculum has recently been implemented, but many children are still not sufficiently prepared for Year 1 due to past disjointed learning experiences. With stability in leadership and staffing, the school is poised to provide the necessary training and guidance to early years staff to ensure high standards in curriculum delivery.
Overall, while the school has made strides in certain areas, it must continue to address the inconsistencies in educational quality, particularly for pupils with SEND and in the early years. Establishing effective monitoring and evaluation systems will be crucial for leaders to gain a clear understanding of the school's performance and the progress of its pupils.
