Henley Primary School, located in Ipswich, Suffolk, underwent its first inspection under the Education Act 2005 on 15 and 16 October 2024. The school, which is part of the Consortium Trust, has been rated as good in several key areas, including the quality of education, behaviour and attitudes, leadership and management, and early years provision. The personal development aspect of the school has been rated as outstanding. The headteacher, Stephanie Hawes, leads the school with support from the CEO of the trust, Andrew Aalders-Dunthorne, and a board of trustees chaired by Steve Martin.
Pupils at Henley Primary School report high levels of happiness, attributing this to the calm and friendly environment fostered by the school. The school emphasizes politeness and care among students, who quickly engage in routines that promote a sense of community. Staff are approachable, providing support to pupils who may feel uncertain or anxious. The curriculum is designed to encourage deep engagement with learning, with a strong focus on reading. Teachers have high expectations, and pupils are exposed to a variety of literature that enhances their understanding of different subjects, such as history.
The school offers a broad range of opportunities for character development, including art competitions and extracurricular activities like yoga and music. These experiences help pupils build confidence and resourcefulness. The curriculum is well-structured, and recent improvements in the writing curriculum have positively impacted pupils' spelling abilities. Teachers are knowledgeable and enthusiastic, effectively addressing misconceptions and ensuring that pupils develop a comprehensive understanding of various subjects.
Collaboration between teachers and support staff is a strength of the school, with regular assessments of pupil progress. However, there are inconsistencies in the quality of adaptations made for pupils with additional learning needs, which can affect their learning outcomes. The school is actively working to enhance its systems for monitoring curriculum implementation to address these issues.
In the early years, staff focus on developing children's phonetic awareness and reading skills. They provide ample support for pupils who need to catch up, ensuring that reading materials are appropriate for their learning stages. The school effectively identifies the needs of pupils with special educational needs and disabilities, working closely with parents to support their children's learning. Pupils with SEND have access to the full curriculum and enrichment opportunities.
Behaviour management is another area of strength, with staff praising and rewarding positive behaviour, which fosters a focused learning environment. The school promotes understanding of personal safety, relationships, and respect for diverse beliefs. Enrichment opportunities are abundant, contributing to pupils' resilience, confidence, and curiosity.
The trust provides valuable support to the school, focusing on educational quality and staff well-being. Staff feel well-supported and utilize trust resources to enhance their teaching practices. Safeguarding measures are effective, ensuring a safe environment for all pupils.
To improve, the school needs to sharpen its focus on early transcription skills in the early years to prevent initial writing errors. Additionally, the quality of adaptations for pupils with additional needs should be consistently applied to ensure all pupils benefit from the curriculum. Overall, Henley Primary School demonstrates a commitment to providing a high-quality education and fostering a supportive learning environment for all its pupils.
