|Name||Andrews Lane Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||28 November 2018|
|Address||Andrews Lane, Cheshunt, Waltham Cross, Hertfordshire, EN7 6LB|
|Religious Character||Does not apply|
|Number of Pupils||219 (48% boys 52% girls)|
|Number of Pupils per Teacher||17.4|
|Percentage Free School Meals||22.4%|
|Percentage English is Not First Language||25.3%|
|Pupils with SEN Support||11.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Andrews Lane Primary School is a one-form entry primary school, providing education for pupils from 3 to 11 years old. The proportion of pupils who are eligible for free school meals is above that found nationally. The majority of pupils are white British. The proportion of pupils with SEND is in the top 20% of all schools nationally. The school provides part-time places for nursery-aged children.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and governors have not monitored the quality of education rigorously. Systems and processes for school improvement have not been thorough enough to prevent a decline in pupils’ achievement. Pupils’ progress in writing has been in decline for three years. In 2018, pupils’ progress was significantly below that found nationally. The most able pupils do not achieve as well as they should. The proportion of pupils reaching the higher standards at the end of key stage 2 has been consistently below the national average. Pupils’ achievement in key stage 1 varies too much in reading and writing. Pupils are not developing their literacy skills well enough for the demands of the next key stage. The curriculum is not systematically planned to ensure that pupils deepen their knowledge and skills across a wide range of subjects. Too much is expected of pupils in Year 6. Pupils cannot catch up to achieve as well as they should. This is especially the case in writing. Some subject leaders are new to role. They are keen and know what needs to be done to improve the quality in their subject. It is too soon to evaluate the impact of their work. Leaders’ use of additional funds to raise disadvantaged pupils’ achievement is not effective enough. Governors have not held school leaders to account well enough for raising pupils’ achievement. Attendance has been below the national average for some time. Persistent absenteeism has been above the national average and is not reducing swiftly enough. The school has the following strengths Pupils are happy, respectful and say that they feel safe at school. Parents overwhelmingly agree. Leaders create a warm and welcoming environment for pupils to feel secure. The teaching of mathematics is improving, and pupils are making stronger progress as a result. Pupils are provided with a wide range of extra-curricular experiences and activities. The quality of the early years is a strength. Children start school well and make good progress. Pupils with special educational needs and/or disabilities (SEND) make good progress.