|Name||Boxmoor Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 April 2015|
|Address||Cowper Road, Boxmoor, Hemel Hempstead, Hertfordshire, HP1 1PF|
|Religious Character||Does not apply|
|Number of Pupils||240 (47% boys 53% girls)|
|Number of Pupils per Teacher||21.8|
|Percentage Free School Meals||5.2%|
|Percentage English is Not First Language||6.7%|
|Pupils with SEN Support||7.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This school is an average-size primary school. Most pupils are from White British backgrounds. The proportion of disadvantaged pupils eligible for funding through the pupil premium is well-below average. This is additional government funding which, in this school, supports pupils who are known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs is low. The Nursery caters for 25 children on a part-time basis. Children attend the Reception class full time. The school has experienced considerable changes of staff since its last inspection, including at senior leadership level. The headteacher was appointed permanently from April 2014, having led the school on a part-time basis since the previous November. The deputy headteacher was appointed in September 2013. The governing body has also experienced considerable changes of membership since the school’s last inspection. The Chair of the Governing Body took up the post in April 2015 following a period from September 2014 when the governing body was led on a temporary basis. The school hosts privately run breakfast and after-school clubs. These are inspected separately. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress for reading, writing and mathematics at the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Improved leadership is the key factor in the school’s rising performance. The headteacher has raised morale and transformed the school’s performance through her positive approach to staff. She has a clear idea of where the school is heading and staff are right behind her drive to improve teaching and the pupils’ achievement. The continual focus on improving teaching is successfully improving teacher practice. Teaching is rigorously monitored, with programmes of support in place to improve performance where it is most needed. There is much high quality teaching that challenges the pupils to think, be imaginative and have the confidence to explore their own ideas. The local authority has played an important part in partnership with school leaders and governors in supporting driving through improvements. Governors use their understanding of the school’s assessment data to analyse its performance and question leaders in detail about how achievement can be improved. Teaching in the early years is leading to the children making good progress. Classrooms inside and out have a wide range of imaginative and well-resourced activities that attract children and stimulate their imaginations. The pupils’ behaviour is good. They play and work happily together. They are polite, kind and considerate at all times. Pupils are keen to learn new skills and ideas. They work hard, enjoy discussing ideas, readily answer questions and take great pride in their work. Pupils feel very safe in school as they know staff see their welfare as of paramount importance. The school’s values underpin its teaching of key British values while also promoting the pupils’ spiritual, moral, social and cultural development. Parents are encouraged to be full partners in their children’s education. It is not yet an outstanding school because : Not all teachers have consistently high enough expectations of the pupils. As a result, they do not always use methods that make pupils think and the work they set can be too easy. The most-able pupils do not always make rapid progress in their writing because they are not expected to write in sufficient depth across a range of styles or for different audiences. In some year groups, opportunities for pupils to practise their writing in other subjects are limited.