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They are happy and safe. Leaders have created an extremely caring and supportive environment where everyone is respected. Relationships between staff and pupils are excellent.
Pupils are taught to be kind, considerate and tolerant. This shows in the way that pupils treat each other. Parents and carers praise the dedication and professionalism of staff.
Pupils' behaviour is exceptional. Leaders have high expectations of all pupils. They motivate pupils to achieve highly.
Pupils are highly focused on their learning. This includes in the early years, where children listen attentively and follow familiar routines. Bullying i...s not tolerated, and staff follow up on any incidents seriously.
Leaders offer extra-curricular activities, such as chess, art and sports clubs, which pupils enjoy. Pupils' grow in confidence and resilience through taking a lead in their school. For instance, pupils become digital leaders and work with school leaders to promote charity and service across the school.
Pupils lead some clubs independently. For example, older pupils run a science and engineering club for younger pupils. Leaders teach pupils many skills they need to be effective leaders themselves one day.
What does the school do well and what does it need to do better?
Leaders have established a positive and supportive staff culture of mutual respect and teamwork. Excellent leadership at all levels is appreciated by the entire school community. Leaders and the governing body work effectively to promote a shared vision for the school.
All staff embrace the school's vision and implement it in full. As a result, leaders have ensured that there is an excellent quality of education across all aspects of school life.
Leaders' curricular thinking is highly developed across many subjects.
They ensure that key knowledge and skills are sequenced progressively. This helps pupils to develop a deep body of knowledge. For example, in mathematics, teachers help pupils to use mathematical strategies with confidence.
Teachers check pupils' understanding carefully and address any misconceptions in a timely way. They support pupils to develop subject-specific vocabulary very well. Early years staff are highly skilled in the teaching of early reading, writing and mathematics.
Children practise correct letter and number formation regularly. Teachers plan for children's learning carefully across all areas of learning.
The mathematics curriculum is well planned.
Pupils are fluent in number facts and use these to solve more complex problems. All pupils, including those with special educational needs and/or disabilities (SEND), are well supported. Staff use resources very well to help pupils know and remember new content.
Leaders promote a love of reading. Early reading and phonics are taught consistently well by all staff. Teachers make sure that all pupils keep up with the phonics programme.
They provide reading books for pupils to read that match their phonics knowledge. Staff hear pupils read every day. Pupils learn to read with confidence and fluency.
Leaders make sure that pupils access a broad range of high-quality books. Pupils value the opportunity to extend their learning by reading these different texts.
Leaders identify the needs of pupils with SEND accurately.
Teachers consider carefully how to adapt and support pupils with SEND. This helps pupils with SEND to achieve extremely well.
Pupils across the school behave very positively.
Leaders ensure that the school's behaviour approach is understood consistently well. This ensures that lessons can continue uninterrupted.
Leaders help pupils to develop high levels of confidence and assurance.
They prepare pupils very well for next steps and future education. Leaders empower all pupils to be curious and to be effective advocates for themselves and others. Leaders enhance pupils' interests and wider development, including through visits and workshops.
For example, pupils met female scientists and engineers to challenge gender stereotypes.
Leaders ensure that all staff access high-quality professional development. This means they have excellent subject knowledge across all curriculum areas.
Subject leaders work with other teaching staff across their professional networks to ensure that their practice is the best it can be. Leaders support staff's workload and well-being.
The arrangements for safeguarding are effective.
Leaders in this school understand their responsibility for safeguarding pupils. There are effective processes in place to ensure that any potential concerns are identified, recorded and acted upon.
All staff are well trained to identify any possible signs of abuse in pupils.
Leaders work successfully with a wide range of external agencies to support the health and well-being of pupils and their families.
Pupils are taught how to keep themselves safe. Pupils comment that they are confident that there is an adult with whom they can talk should they have any worries.
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