Panshanger Primary School

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About Panshanger Primary School

Name Panshanger Primary School
Ofsted Inspections
Headteacher Mr Ben Longland
Address Daniells, Welwyn Garden City, AL7 1QY
Phone Number 01707328846
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 233
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Panshanger is a happy school. Pupils are polite.

They are taught to value and respect each other. Pupils trust staff and know that they will listen if they have concerns. Parents describe the school as 'wonderful, nurturing, amazing and supportive'.

Pupils feel safe and are kept safe.

Pupils behave well. This includes in the early years, where children listen carefully and follow routines.

All pupils value their 'buddy group'. This helps pupils to develop a keen sense of caring for others. Bullying is rare.

Staff support pupils who need help with behaviour, and deal quickly with any problems.

Pupils work hard and achieve well. They ...enjoy their learning, particularly in music, art and Spanish.

Pupils read widely and often. They speak about their favourite authors with enthusiasm.

Pupils develop a good understanding of fairness and equality of opportunity.

They learn to challenge stereotypes and that any occupation is open to them, regardless of their background or gender. Pupils learn about democracy through election onto the school council. They learn about a diverse range of cultures and religions.

Pupils develop as well-rounded individuals. They leave at the end of Year 6 as confident young people, ready for their next stage in education.

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

Leaders have thought carefully about what they want pupils to know and remember.

This is demonstrated well through leaders' well-structured reading curriculum. From the early years, pupils build their phonics knowledge quickly and securely. This helps them to read and write confidently and accurately.

Staff are skilled at providing precise support when pupils need additional help. Over time, pupils learn to read fluently. Reading high-quality texts helps them with ideas for their writing.

Pupils enjoy and achieve well in reading.

In most subjects, the curriculum is well ordered so that pupils build on their previous learning. In art, for example, pupils enjoy talking about the different tools they have used to create artwork and how they have used knowledge of previous work, such as colour mixing, to help them become better artists.

They talk confidently about artists they have studied, such as Frieda Kahlo, Paul Klee and Friedrich Stowasser.

In a minority of subjects, the curriculum is at an earlier stage of development. In these subjects, leaders have identified the skills but not the precise knowledge and subject-specific vocabulary that leaders want pupils to know and remember from early years through to Year 6.

Teachers are not checking well enough what pupils already know so that they can adapt learning accordingly to ensure that gaps in learning are addressed and pupils develop a deep knowledge in each subject.Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly and accurately. They work closely with a range of agencies to assess pupils' needs and identify appropriate support.

Leaders set targets that are precise and address the full range of pupils' needs. Staff use targets and strategies to support pupils with SEND effectively so that they make strong progress in their learning.

Pupils' respectful behaviour and their positive attitudes to school mean that learning is enjoyable and uninterrupted.

This starts in the early years, where children learn to share and take turns. Pupils' behaviour around school is calm, safe, and considerate of others.

There is a strong focus on the mental well-being of pupils.

Staff provide a wide range of pastoral support. Pupils are taught effective strategies to help them manage their emotions. They feel well looked after.

Pupils are accepting of differences and have a good understanding of the different cultures within British society. They enjoy leadership responsibilities. Pupils are courteous and well mannered.

They take pride in being a valued member of the school community. Pupils learn how to be healthy, happy and kind.

Staff feel valued and are highly positive about leaders.

They say that they are proud to be a member of the school community.

Members of the governing body bring a range of experiences and skills to their roles. However, they do not demonstrate that they know enough about the provision for the most vulnerable pupils, such as pupils with SEND, and whether school leaders are doing enough to improve this.


The arrangements for safeguarding are effective.

Leaders have established effective safeguarding systems. Everyone works together to make sure that those who need help get the right support quickly.

Staff know the potential risks to pupils in their local community. They know the signs that indicate a pupil may be at risk of harm and how to report concerns promptly. Staff are vigilant and well trained to identify any changes in pupils' behaviour.

Leaders record and review all information carefully so that they can support pupils effectively where needed.

Leaders and governors carry out all the necessary employment and safeguarding checks on staff and visitors to the school thoroughly.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Governors bring a wealth of knowledge to their roles, which they use to support school leaders towards school improvement.

However, governors are not secure in their understanding of leaders' work to improve provision for pupils with SEND or those who are disadvantaged. Governors should ensure that they gain the skills and expertise required to offer constructive and effective support and challenge to leaders. ? In a few subjects, leaders have not identified the precise knowledge and vocabulary that they want pupils to know and remember, including in the early years.

This means that staff do not know precisely what they should be teaching. Leaders need to ensure that they identify the most important knowledge and vocabulary that they want pupils to learn, so that teaching builds effectively on pupils' prior learning from early years to Year 6 in all subjects. This will support pupils to develop the deeper understanding that leaders expect.

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