Preston Primary School

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About Preston Primary School

Name Preston Primary School
Ofsted Inspections
Headteacher Mrs Jacomina Luitingh
Address Back Lane, Preston, Hitchin, SG4 7UJ
Phone Number 01462451734
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 70
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Preston Primary School. They embody the school's values of love, learn, aspire. They, and their parents, appreciate that the school is a close-knit family through which everyone supports each other.

For example, older pupils value the chance they have to buddy children in Reception.

Pupils behave exceptionally well. They work incredibly hard throughout the school day.

They approach lessons with enthusiasm and are eager to learn. This helps them to reach the high expectations the school has of them. Pupils show high levels of respect and kindness towards adults and each other.

This creates an atmosphere where pupils feel happy and saf...e.

A wide range of activities increases pupils' confidence and helps them to learn about the world around them. Opportunities to learn from people from different faiths teaches pupils about the world in which they live.

Pupils benefit from the chances the school plans for them to learn about different careers. This helps to give them aspirations for their futures. A range of clubs, such as coding, dodgeball and drama, helps to develop pupils' talents and interests.

Carefully chosen trips, linked to the curriculum, such as the geography walk around Preston village, help to make the curriculum experiences memorable for pupils.

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

The school has designed a curriculum that is ambitious for what pupils will achieve. Leaders have thought carefully about how to place this knowledge into a logical order.

This helps pupils to build on their knowledge over time. For example, in mathematics, pupils learn about algebra in Year 5. This helps to prepare them for the more challenging mathematical problems the school expects them to solve in Year 6.

Teachers skilfully pose questions to check how well pupils have learned this curriculum. This helps them to identify any gaps in knowledge pupils have. They then use this information to adjust their teaching and close these gaps.

This helps pupils to access new learning. The school encourages pupils to reflect on their learning. This helps them to become independent, resilient learners.

The school values inclusivity highly. Staff know the needs of their pupils well. They pay particular attention to adapting activities and resources so that all pupils can access the curriculum.

Pupils with special educational needs and/or disabilities (SEND) enjoy school and achieve well.

The school teaches early readers effectively, which begins in Reception. Pupils learn how to blend sounds together to read new words.

Books are carefully matched to sounds, so pupils blend words with increasing confidence. Pupils who require support are quickly identified. Well-trained staff help these pupils to become more accurate and fluent readers.

Pupils enjoy reading. In key stage 2, pupils encounter a diverse range of texts in English lessons. However, as pupils move through the school, they do not have sufficient opportunities to read a variety of rich and inspiring books.

This means some pupils do not read enough ambitious texts that stimulate their interests or deepen their reading knowledge.

Children in Reception learn well across the early years curriculum. Staff use resources well to help children secure their knowledge.

For example, they use props to help them learn to count. Staff use precise questions to broaden children's vocabulary. Staff build effective working relationships with parents so that children become confident and independent in preparation for key stage 1.

Pupils love coming to school and attend regularly. They behave incredibly well during lessons and on the playground. Staff are consistent in how they teach pupils how to behave.

As a result, any instances of poor behaviour are extremely rare.

The school has planned its personal, social and health education curriculum with care. Pupils develop a secure knowledge of healthy relationships at an age-appropriate level.

They know how to keep themselves safe online.

The school constantly seeks to find ways of developing the education and experiences of its pupils. The Pupil Parliament has an important voice in how the school is run by, for instance, developing the school's code of conduct and rewards system.

Staff work together to identify what is working well and what can be improved. They receive high-quality training, which helps them to become better teachers, teaching assistants and leaders. This also helps them to manage their own workload and well-being.

Governors regularly visit the school to check on how well leaders' plans are being delivered. They check that pupils are safe.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils in key stage 2 do not have sufficient opportunities to read a broad and ambitious range of texts outside the English curriculum. This means some pupils do not routinely read texts that stimulate their interests or deepen their knowledge of reading. The school should ensure that pupils have access to a wide range of rich and ambitious texts and books.

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