Forres Primary School


Name Forres Primary School
Website http://www.forresprimary.co.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 26 February 2019
Address Stanstead Road, Hoddesdon, Hertfordshire, EN11 0RW
Phone Number 01992467821
Type Primary
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 356 (49% boys 51% girls)
Number of Pupils per Teacher 19.0
Local Authority Hertfordshire
Percentage Free School Meals 13.9%
Percentage English is Not First Language 14.3%
Persisitent Absence 15.2%
Pupils with SEN Support 21.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The proportions of pupils with SEND and of those who have an education, health and care plan are well above average. The percentage rise in pupil numbers in the school year 2017/18 was high, owing to the school’s rapid expansion to two classes in each year group. The school is accredited by the National Autistic Society. The school is the lead school for its area in the ‘delivering special provision locally’ project. It supports local schools in their provision for pupils with autism spectrum disorder, including primary, secondary and special schools. This work is funded by the local authority.

Summary of key findings for parents and pupils

This is a school that requires improvement The school has undergone recent rapid expansion from one- to two-form entry across all year groups. As a result, there have been many changes to staffing and school organisation. Leaders have not sustained the previously good quality of teaching and learning during these changes. Leaders have focused on enhancing the quality of English and mathematics teaching, which has improved but remains uneven across classes. There is not sufficient impact on progress and attainment, which are lower than they should be, especially in writing. Teachers’ knowledge of subjects taught is not good enough, leading to misconceptions being introduced. The sequence of teaching is often not effective, and pupils’ vocabulary is not developed sufficiently. Several middle leaders are new to post. They have started supporting colleagues to improve practice in teaching subjects across the wider curriculum but with limited success, thus far, on improving outcomes. Safeguarding of pupils is effective but there are no links between historic records and the current electronic system to enable patterns of concerns to be noted. The school has the following strengths Pupils’ behaviour is good. They work hard in lessons. Staff have positive relationships with the pupils in their care and prioritise ensuring pupils’ mental well-being. Pupils with special educational needs and/or disabilities (SEND) are well supported. The school has gained an accredited award for its work with pupils with autism spectrum disorder and is a hub for advising others on good practice in this specialist area. Children in the early years make a good start to their education. Strong teaching provides activities that are focused on enabling individuals to make good progress. Senior leaders and governors have been proactive in seeking support from the local authority. They have revised their approaches to school improvement and evaluation of the impact of actions accordingly.