St Adrian Roman Catholic Primary School

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About St Adrian Roman Catholic Primary School

Name St Adrian Roman Catholic Primary School
Ofsted Inspections
Headteacher Mrs Aideen Porter
Address Watling View, St Albans, AL1 2PB
Phone Number 01727852687
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 219
Local Authority Hertfordshire
Highlights from Latest Inspection


St Adrian Roman Catholic Primary School continues to be a good school.

What is it like to attend this school?

Leaders have high ambition for all pupils to achieve well. Pupils enjoy learning a well-balanced curriculum. They are keen to share what they have learned and can remember.

Pupils enjoy celebration assemblies, where success is shared with the whole school.

Pupils are happy and safe in this caring school. Staff are warm and friendly and from the early years develop positive relationships with children.

Pupils trust the staff in school and know who to speak to if they have a problem.

Starting in nursery, children learn how to behave well and they sh...ow kindness and respect to each other as they go through the school. Bullying is rare because pupils know how to be kind.

Pupils enjoy making friends. They trust staff to deal with any disagreements quickly.

Pupils enjoy the clubs available at the school and these are well attended.

They develop their talents and interests beyond the curriculum. Pupils take pride in the shows that they prepare for parents and peers. Pupils are enthusiastic about making a difference to their school community and helping others.

They do this through pupil leadership responsibilities, such as school council, sports ambassadors and prefects.

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

Leaders have planned an interesting curriculum that is suitably broad and ambitious. Leaders have high expectations for all pupils to achieve well.

They set out clear expectations for what they want pupils to learn in subjects each year, beginning in the early years. In some subjects, leaders have planned what they want pupils to know by the end of the year but have not broken down what this looks like for pupils from lesson to lesson. Where this is the case, it is not always clear what pupils are learning from the activities that teachers have planned.

Children in the early years enjoy a well organised curriculum. Leaders are clear on the skills and knowledge that children are developing and how this will help them in key stage 1.Work across the curriculum is typically well matched to pupils' needs.

In some subjects, this is not the case and staff find it hard to check what pupils have learned or spot gaps in pupils' learning. Where the work is best matched to pupils' needs, it is because teachers are clear about what pupils will learn, practise or revisit in lessons.

Leaders have made reading a priority.

Children in the early years learn phonics from the start. Staff quickly spot if pupils are not keeping up with their reading. Leaders are quick to put regular support in place to help pupils catch up with their peers to become fluent readers.

Pupils, including those who need extra help, read books that match their reading stage. This means pupils learn to read well. Pupils enjoy reading for pleasure.

They choose books that capture their interest. They choose these books from the new library, which they helped to create.

Leaders have clear systems and processes in place for identifying pupils with special educational needs and/or disabilities (SEND).

Pupils with SEND access the same curriculum as their peers. Curriculum adaptations are in place for pupils when needed and pupils make good use of them. Adults support pupils during lessons and during catch up sessions with targeted help.

However, some pupils are not as well supported as they could be. This is because some support plans do not accurately reflect pupils' needs or help teachers to best support pupils' learning. Some staff have not had training to support pupils with particular types of SEND.

Pupils across the school behave with respect and kindness. They listen well in lessons and focus on their work. Pupils have many opportunities to represent the school through pupil leadership roles and they are proud to serve their school.

Pupils learn about British values, such as respect for the beliefs and views of others, through assemblies. They know that being unique is something to celebrate.

Governors are proud to be members of the school community.

Leaders, including governors, have a clear vision for school improvement. Leaders have prioritised staff development for early reading but have not provided professional development opportunities for other curriculum leaders in order to develop their subjects. Leaders are mindful of staff workload and well-being when making decisions.

Staff speak highly of the support they receive from leaders. Staff are proud to be part of the school.


The arrangements for safeguarding are effective.

Leaders have clear systems in place to report and record concerns. All staff use the systems to keep pupils safe. Leaders have ensured that staff receive regular safeguarding training.

This ensures that staff can spot potential signs that pupils could be at risk or suffering from harm. Leaders provide training for school specific issues. Leaders make timely referrals and follow these up with external agencies to ensure that pupils and families get the support they need.

Leaders make the necessary checks when recruiting staff.

Pupils learn about many aspects of safety, including online safety and road safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not clearly identified the knowledge and skills that pupils should learn in some subjects.

As a result, pupils are developing gaps in knowledge needed for future learning. Leaders must identify clearly and breakdown the specific knowledge they want pupils to learn in each subject. Leaders should ensure that subject leaders have the training needed to implement curriculum plans and manage their subject effectively, and leaders should check that they do so.

• For some pupils with SEND, leaders' support plans do not accurately reflect the pupils' needs. As a result, some pupils are not as well supported to access the curriculum, and therefore develop learning gaps. Some staff have not had the training needed to effectively support pupils with SEND that they work with.

Leaders must ensure that all support plans help teachers adapt their teaching effectively. Leaders should ensure that all staff have the training and expertise needed to support pupils with SEND effectively.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in October 2016.

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