|Name||Field Junior School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||23 November 2017|
|Address||Watford Field Road, Watford, Hertfordshire, WD18 0AZ|
|Religious Character||Does not apply|
|Number of Pupils||265 (45% boys 55% girls)|
|Number of Pupils per Teacher||21.0|
|Percentage Free School Meals||11.9%|
|Percentage English is Not First Language||32.8%|
|Pupils with SEN Support||16.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is slightly above the average size for a primary school. The proportion of the pupils eligible for the pupil premium, which provides additional funding for children in local authority care and pupils known to be eligible for free school meals, is below average. Two thirds of pupils are from minority ethnic backgrounds and nearly half speak English as an additional language. No pupils are educated off-site or through alternative provision. The proportion of pupils with SEN and/or disabilities is broadly average, while the proportion with a statement of special educational needs or an education, health and care plan is below average. The school is currently working to renew the Artsmark Gold Award. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is an outstanding school From above average starting points, pupils make exceptional progress in their learning, especially in mathematics and writing, where a high proportion of them reach higher standards. Progress in reading is also extremely strong. The proportion of pupils achieving at the higher level is above average. An engaging, thoughtfully planned curriculum gives pupils opportunities to excel and make strong progress across a wide range of subjects. Pupils leave school confident, articulate and very well prepared for the next stage of their education. Staff are highly motivated, monitor progress very carefully in lessons, and have strong subject knowledge. Their excellent teaching and high expectations have a direct impact on the strong outcomes that pupils achieve. The governing body gives both resolute support and appropriate challenge to leaders. Governors know the school well, making frequent checks on the effectiveness of leaders’ work to improve pupils’ outcomes. Senior leaders are modest about their achievements, often understating their successes and preferring to focus their energies on systematically securing the best education possible for pupils. Pupils who are disadvantaged, or who have special educational needs (SEN) and/or disabilities, are extremely well provided for. Staff who support these pupils offer highly effective care, support and guidance. As a result, pupils make strong progress in their learning and their personal development. Pupils behave exceptionally well in lessons, around school and on the playground. Their attitudes to learning, together with the pride they take in their work, are exemplary. Parents are highly supportive and extremely positive about the school. Effective communication means any issues brought to the attention of staff are quickly resolved. Parents also say that their children are very happy and safe and make excellent progress at school. Pupils’ spiritual, moral, social and cultural development is promoted very well. Pupils are thoughtful. They know about different cultures and are developing strong values and positive attitudes that will support them well in becoming good citizens.