|Name||Four Swannes Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 June 2019|
|Address||King Edward Road, Waltham Cross, Hertfordshire, EN8 7HH|
|Religious Character||Does not apply|
|Number of Pupils||185 (54% boys 46% girls)|
|Number of Pupils per Teacher||16.1|
|Percentage Free School Meals||25.7%|
|Percentage English is Not First Language||53%|
|Pupils with SEN Support||29.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. The proportion of pupils supported by the pupil premium grant is well above the national average. The proportion of pupils from minority ethnic groups and who speak English as an additional language is well above the national average. This school has 10 out of 17 possible ethnic groups. The largest ethnic group is White British. The proportion of pupils who receive SEND support is well above the national average. The proportion of pupils who join or leave the school at times other than the start of the year is higher than the national average. The early years provision comprises a part-time Nursery class and a full-time Reception class.
Summary of key findings for parents and pupils
This is a good school The headteacher, leaders, and governors have improved the quality of education since the previous inspection. The school’s provision is now good. Teaching learning and assessment have improved. Teachers now typically closely match the work they set to pupils’ starting points and create a supportive environment in which to learn. Pupils access an interesting, relevant and rich education. They are enthused by the curricular and extra-curricular opportunities available to them. Governors are highly effective in their roles. They have high aspirations for pupils and provide effective challenge and support to the headteacher. Pupils’ behaviour is good. Pupils are polite and respectful to each other. Relationships between pupils and adults are positive and make a significant contribution to the school’s welcoming atmosphere. Children get off to a good start in the well-managed early years provision. Adults work skilfully and sensitively with children and parents, including those children who need support to catch up with their peers. Leaders’ actions have ensured that attendance has improved for all groups of pupils. While additional funding for disadvantaged pupils is used effectively, the impact of this spending is not measured in a way that informs future planning. Leaders at all levels are increasingly effective in their work. However, some subject leaders do not use their evaluation of the quality of provision well to improve teaching, learning and assessment in their areas of responsibility. The school gives some opportunities for parents to be involved in pupils’ learning. However, parents are not clear about how subjects are taught or about how they can help their child to learn at home.