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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is an outstanding school The inspirational headteacher demonstrates high aspirations and uncompromising ambition for pupils and staff.
She is very ably supported by the deputy headteacher. Other leaders, staff and governors share their vision and drive. In their everyday actions, staff, governors and pupils demonstrate the school's values of respect, kindness and ambition.
From starting points often below those typical for their age, pupils make outstanding progress throughout their time at Alban Wood. The proportion of pupils who reach at least the expected standard in reading, writing and mathematics by the end of Year 6 is well above that found nationa...lly. The proportion who go on to achieve a more advanced standard in these subjects is high: in 2016, at least twice the national average.
Key to the school's success is the outstanding use made of accurate assessment information. All groups of pupils, including those who are disadvantaged, those who have special educational needs and/or disabilities and the most able pupils are very effectively supported to make strong progress from their starting points. Teachers know how to get the best from their pupils.
They plan activities matched closely to each individual pupil, which are neither too hard nor too easy. As a result, learning is always purposeful. Highly trained teaching assistants offer very effective support to all pupils.
Staff work in teams to monitor subjects. They share expertise and ideas. However, this can mean that no one has a complete picture of any individual subject area.
The high-quality curriculum stimulates pupils to want to learn. Pupils receive many real and relevant opportunities to hone their basic skills in challenging activities in other subjects. Pupils thrive and feel safe.
They know that if they have any worries they will be listened to. Leaders responded well to the previous inspection's recommendations. The early years outside areas are now stimulating places to learn.
Some activities inside, however, do not promote children's learning as well. Parents are confident that pupils are very well prepared for the next stage of their education. Parents welcome timely communications through social media.
Some aspects of the website are less easy for parents to access.
Information about this school
The school meets requirements on the publication of specified information on its website. The school is slightly smaller than an average-sized primary school.
There is one class in each year group, from Reception to Year 6. The school also operates a Nursery class five mornings a week. 'Sunshine Class', a nurture group, meets in the afternoon.
Roughly two thirds of pupils are from White British backgrounds. Of the remainder, the largest group are those of 'Any other White background'. Approximately one quarter of pupils speak English as an additional language.
The proportion of pupils supported by pupil premium funding is above average. The overall proportion of pupils who receive support for their special educational needs and/or disabilities is well above average. In 2016, the school met the government's floor standards, which are the minimum expectations of pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.
The school operates before- and after-school care five days a week. The school runs a 'farm'. Animals include chickens and rabbits.
The deputy headteacher leads the school one day a week. The headteacher supports three primary schools as a 'Hertfordshire Improvement Partner'. Other teachers fulfil local roles as leading teachers or assessment moderators for 'Herts for Learning'.
