Shenley Primary School

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About Shenley Primary School

Name Shenley Primary School
Ofsted Inspections
Headteacher Mrs Rachel Amos
Address London Road, Shenley, Radlett, WD7 9DX
Phone Number 01923855864
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 177
Local Authority Hertfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Shenley Primary School is a friendly and inclusive school. Pupils benefit greatly because adults know them and their families well. There is a strong sense of community despite the many changes in leadership over the last few years.

Pupils behave and learn well because leaders have set high expectations. Pupils are calm and polite. As a result, pupils feel safe.

Visits from the police help pupils to learn about the possible dangers while in their community. They learn how to keep themselves safe, including when online. Pupils with additional needs, including special educational needs and/or disabilities (SEND), receive effective support so that they take part in all a...spects of school life alongside their peers.

Pupils are very proud of their school. Older pupils look out and care for younger pupils. Pupils enjoy learning because they study a broad and exciting curriculum.

They value opportunities to take on leadership roles, such as house captains and play leaders. Pupils have mature attitudes towards equality. They know it is okay to be themselves.

They trust adults will listen to them and respect their opinions.

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

The school has in place an ambitious curriculum. It is clearly sequenced so that pupils can build new knowledge on the foundations that have been laid before.

The curriculum has been overhauled to make sure pupils learn the important knowledge they need to remember. Pupils are now performing well because they are able to quickly recall their knowledge to help them interpret new ideas. However, it will take time for this to be shown in published outcomes, which were weak in 2022.

Reading is prioritised across the school. Pupils enjoy reading, especially during their weekly 'book buddy' reading times. The reading curriculum is well designed.

Children start to learn to read as soon as they begin school. Teachers expertly deliver the phonics programme. Books pupils read closely match their ability, which helps them practise and apply their new learning.

Adults know the pupils who need extra help with reading. Some pupils who need help to catch up do not receive the precise guidance they need. Some adults do not yet have the knowledge they need to provide the right support.

This means some pupils do not catch up as quickly as they could.

Teachers present information clearly. They break down ideas into precise steps.

This helps pupils build on their prior learning. Pupils remember important knowledge well, such as in mathematics, where older pupils can accurately subtract four digit numbers because they learned efficient methods when they were younger.

Pupils with SEND have their needs identified accurately.

The school is proactive in seeking support from external agencies. Pupils receive a wide range of extra support, including a nurture provision. This helps pupils achieve well.

Children in early years settle quickly. The environment is inviting and well resourced. Children have opportunities to work independently and with one another.

They cooperate and are able to negotiate and compromise when needed. The curriculum develops children's knowledge from Nursery to Reception, so that they are ready for key stage 1. There are close communications between families and school.

Parents understand what their children are learning through 'stay and learn' sessions.

Provision for pupils' personal development is strong. The wide range of trips and visits help develop character and deepen learning.

Pupils visit local places of worship, including St Albans Cathedral and a synagogue. They benefit from opportunities to engage with their local community, such as singing at a residential care home. These visits develop their understanding of different faiths, cultures and the community they live in.

They learn about healthy relationships and the importance of good mental health. Forest school sessions develop resilience and social skills. Friday assemblies are a highlight for all.

Pupils talk kindly about how they celebrate everyone who gets an award.

Pupils conduct themselves well. They understand behaviour expectations.

Staff consistently apply the behaviour policy. Restorative conversations between adults and pupils help bring about changes in behaviour. Leaders are tenacious about improving attendance.

They support families in different ways to help pupils attend.

Many parents hold the school in high regard. However, for some, their trust in the school has been eroded.

Leaders know and understand this. Leaders are working hard to rebuild positive relationships with all families.

Governors know the school and its priorities well.

They provide effective challenge and support to help improve the school. Leaders are ably supported by the local authority. The majority of staff, including those new to the school and the profession, say workload is manageable.

They appreciate the training and support leaders provide.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Not all adults have had training to provide high-quality support for pupils who find reading difficult.

This means that some pupils do not receive the precise support they need. They do not catch up quickly enough. Leaders should ensure staff receive training to develop their expertise.

• The school has undergone a period of significant change. This has led to some parents losing faith in the school and not fully understanding the vision of the school. Leaders should ensure they work closely with parents and carers to develop positive and trusting relationships that will result in a shared vision to achieve the best outcomes for all pupils.

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