Roger De Clare First CofE School

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About Roger De Clare First CofE School

Name Roger De Clare First CofE School
Ofsted Inspections
Headteacher Mrs Laura Woods
Address Station Road, Puckeridge, Ware, SG11 1TF
Phone Number 01920821363
Phase Primary
Type Voluntary controlled school
Age Range 3-9
Religious Character Church of England
Gender Mixed
Number of Pupils 280
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils say they feel happy and enjoy coming to school. They know that staff will look after them if they are worried about something.

There is always someone to talk to who pupils trust.

In lessons, and when playing outdoors, pupils generally get along well with each other. However, learning is often disrupted by persistent low-level interruptions from pupils.

This makes it hard for pupils to concentrate and focus on their learning.

Pupils understand what bullying is. The curriculum includes content that has taught pupils about it.

Pupils say that bullying does happen at school but know that it will be dealt with quickly by staff.

P...upils are expected to follow the school values. Respect, loyalty and confidence are underpinned by the school's Christian ethos.

Collective worship is an integral part of school life for pupils.

Pupils say they enjoy learning when it is challenging. However, the work given to pupils over time and across the school is not ensuring they develop the knowledge they require.

Pupils have daily reading lessons but are not developing appropriate reading skills quickly enough. The current way pupils learn to read, particularly the younger pupils, is not helping them to become fluent readers.

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

Leaders' expectations for behaviour are not high enough.

Too often, pupils behave inappropriately in lessons and disrupt the learning of others. Staff do not address low-level behaviours quickly enough. Pupils often become distracted from learning when what they are being taught is not engaging.

Leaders have not made sure that there is a coherent approach to curriculum planning. In some subjects, the curriculum is effective, helping pupils to achieve more and enjoy their learning. However, too often, what is taught is disjointed.

Pupils cannot make meaningful connections in what they are being taught. As a result, pupils are too often unable to remember what they have been taught or use prior knowledge to deepen and apply their understanding.

Staff do not have appropriate subject knowledge to deliver the curriculum consistently well.

Teachers do not check quickly enough what pupils know or do not know. This means that learning cannot be adapted to meet the needs of individuals accurately. Leaders do not have accurate enough information to judge whether what pupils are being taught is what they want pupils to learn.

The reading curriculum is not good enough. Teachers do not teach with sufficient accuracy the sounds that letters make. This slows the rate at which younger children learn to read.

As a result, children do not learn to read fluently, as they cannot apply the required knowledge of letter sounds.

Leaders do not ensure pupils learn to read familiar words. Books that pupils read are not matched accurately to their ability.

Pupils are often reading books that are too difficult for them. As a result, pupils are falling behind with their reading.

Leaders and teachers plan what will help pupils with an education, health and care (EHC) plan.

These pupils receive targeted, personalised, pastoral and academic support. However, not enough consideration is given to other pupils with special educational needs and/or disabilities. They are not supported well enough to access the curriculum.

Leaders use additional funding effectively, to support the needs of disadvantaged pupils. Any disadvantaged pupil has access to additional teaching support in all curriculum areas, should they require it.

Children in the early years are happy and enjoy being at school.

They play nicely with each other and like to be in the outdoor learning area. Staff have good relationships with children and support their emotional needs sensitively. However, the curriculum is not sufficiently challenging or planned well enough.

This means that children are easily distracted from learning and do not achieve as well as they could do. Leaders do not have high enough expectations for what children can do or how they should behave when learning in class.

Leaders are focused on the well-being of all pupils.

They consider what they can do to make pupils feel safe and happy at school. They offer a wide range of extra-curricular opportunities and are keen for pupils to develop their own interests. Leaders listen to pupils and consult with them regarding what could make the school better.

Pupils are taught about how to stay safe online.

Leaders have introduced a new whole-school approach to supporting pupils' behaviour. This is starting to help pupils manage their own behaviour and think about how their behaviours impact on themselves and others.

Governors support leaders and fulfil their statutory duties. They have clear roles in school and hold leaders to account for educational and financial performance. The named safeguarding governor has a comprehensive understanding of any relevant concerns.

Governors are aware of some of the areas that need improving but currently do not have a sharp enough focus on the quality of education and expectations regarding behaviour.


The arrangements for safeguarding are effective.

Leaders make sure that ongoing training and regular discussions about safeguarding mean there is no room for complacency.

A team of designated safeguarding leaders track and monitor any identified concerns. Leaders make sure that appropriate help and support are provided when required. Leaders work well with external agencies.

All staff understand their responsibilities and know what to do should they become aware of a concern.

Pupils say they feel safe because the school teaches them about healthy relationships and how to stay safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The reading curriculum does not have a rigorous or sequential approach to enable pupils to learn how to read well.

This means that pupils fall behind with their reading and are unable to read fluently. Leaders should review the reading curriculum so that pupils benefit from a consistent, coherently planned approach to reading. ? Staff lack subject expertise and do not check well how effectively pupils have learned.

Leaders' curriculum plans do not give them sufficient guidance on the most appropriate order in which to teach pupils different subjects. Pupils therefore receive learning opportunities that are variable in quality. Leaders should ensure that staff develop strong subject knowledge and assess pupils' learning effectively.

• The curriculum in early years is not sufficiently ambitious or challenging. As a result, children do not have access to high-quality learning opportunities that will help them build secure foundations for future learning. Leaders should review the design and content of the curriculum so that children are well prepared for the next stage of their education.

• Lessons are frequently disrupted by inappropriate behaviour. Pupils cannot focus and learn in a calm, ordered environment. Leaders must raise expectations for behaviour so that all staff are consistent in their approach to behaviour management.

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