Crabtree Junior School

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About Crabtree Junior School

Name Crabtree Junior School
Ofsted Inspections
Headteacher Miss Emma Simmons
Address Crabtree Lane, Harpenden, AL5 5PU
Phone Number 01582623501
Phase Academy
Type Academy converter
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 255
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils here have 'G.R.I.

T' in abundance. The values of 'growth', 'resilience', 'independence' and 'teamwork' are golden threads that run through the school. Pupils draw on their resilience when faced with challenges in class or on the sports field.

A plethora of opportunities to be leaders are hungrily accepted by pupils, who want to make their school the best it can be. They thrive in roles such as diversity leaders, play leaders or peer mediators. These opportunities support pupils to become active and responsible citizens.

Pupils behave in an exemplary manner. They have strikingly positive attitudes to their learning. They love sharing talents, be they mu...sical, sporting or teaching others how to speak another language.

The 'hive' provides a space where skilled adults work to help pupils who need support with emotional needs. Pupils delight in caring for Bodhi, the much-loved school dog. He is always on hand to offer support to anyone who might be feeling sad.

Pupils realise adults' high expectations each day. Pupils develop detailed knowledge and skills across the whole curriculum. Whether an understanding of defensive principles in lacrosse or detailed knowledge of geographical processes, pupils leave the school at the end of Year 6 with a rich and well-rounded body of knowledge.

What does the school do well and what does it need to do better?

Pupils benefit from learning a precisely designed curriculum. Across all subjects, the school's curriculum is coherently designed, and pupils build on their impressive knowledge as they move through the school. Pupils learn and use a rich vocabulary.

Teachers are skilled in designing and adapting activities in light of their checks on what pupils remember. This means pupils build their new learning on solid foundations, making new links and connections with what they already know. Pupils produce work of a consistently high standard.

Accurate identification and assessment of pupils with special educational needs and/or disabilities (SEND) mean these pupils receive the guidance they need. These pupils learn the same rich, ambitious curriculum as their friends, the difference being that pupils with SEND receive skilful support from adults to help remove their barriers to learning. Pupils with SEND achieve exceptionally well.

Pupils 'devour' books at this school. Through lessons and their own reading, they encounter a range of rich texts. They readily share book recommendations with one another.

Pupils joining the school who need extra help with reading are very well supported. They receive expert phonics teaching, which means they catch up quickly.

The culture of mutual respect flows from pupils learning a very well-established personal development programme.

Pupils who sit on the diversity council play a major role in ensuring that the school continues to be welcoming, where all are celebrated no matter a person's background or belief. This culture readies pupils to be respectful citizens who live and breathe equality in their daily lives.

The school brims with wider opportunities for pupils to take part in.

From archery to Mandarin to chess, there is something for everyone. If there is not, pupils work with staff to create new clubs and activities. Those who represent the school in sporting events do so with pride.

Pastoral support is wide-ranging. The school knows pupils as individuals and, if needed, high-quality pastoral support is tailored to meet the social and emotional needs of pupils. Attendance is high.

Pupils are itching to get to school each day.

Classrooms are vibrant, happy places. While pupils have much fun and laughter with their friends, they know that when play stops and work starts, they are expected to concentrate and try their best.

This is exactly what they do.

Staff are overwhelmingly proud to be part of the school community. Regular training helps staff stay sharp and keep ahead of the game.

Senior leaders do much to look after staff's well-being.

The trust board and local governing board work together seamlessly. Each know their responsibilities, carrying them out extremely well.

Members of the local governing board are suitably skilled and knowledgeable. They visit regularly to check on safeguarding, pupils' learning and the well-being of staff.


The arrangements for safeguarding are effective.

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