|Name||St Catherine’s Hoddesdon CofE Primary School|
|Ofsted Inspection Rating||Good|
|Address||Haslewood Avenue, Hoddesdon, EN11 8HT|
|Number of Pupils||337 (47.8% boys 52.2% girls)|
|Number of Pupils per Teacher||17.9|
|Percentage Free School Meals||21.7%|
|Percentage English is Not First Language||19%|
|Pupils with SEN Support||12%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (13 September 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is larger than the average-size primary school. The school is led by two co-headteachers. One works four days and week and the other works full time. They share the roles and responsibilities of headship. The proportion of pupils for whom the school receives the pupil premium is below average. Most pupils are of White British heritage and speak English as their first language. The proportion of pupils who have special educational needs or disabilities, or an education, health and care plan is below average. The early years comprises two Reception classes. All pupils attend full time. The school manages the on-site before- and after-school club. Pupils are taught in single-aged classes in key stage 1. In key stage 2 they are taught in mixed-aged groups. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school receives support from the executive headteacher of the Spiral Partnership Trust, who is a national leader of education. The school meets the requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The co-headteachers have a clear sense of purpose and are committed to raising standards within the school. They are highly ambitious for all pupils. Testament to the success of senior leaders and governors is the improved progress of pupils throughout the school. Teaching is now typically good across the range of subjects. Teachers plan interesting lessons that engage pupils in their learning. Pupils make good progress in reading. Progress in writing at the end of key stage 2 is above average. Pupils feel safe in school. School leaders ensure that all staff are appropriately trained in keeping pupils safe, and they meticulously follow statutory and school procedures. Pupils are well behaved in lessons and around the school. They have positive attitudes to learning. The school’s curriculum makes good provision for pupils’ spiritual, moral, social and cultural development. Disadvantaged pupils receive effective support in helping them improve their reading, writing and mathematics. Disadvantaged pupils, including the most able, are making good progress and attainment is rapidly improving. Early years provision is good. As a result of good teaching children are enthusiastic learners and make good progress. They are well prepared for key stage 1. Governance has improved since the last inspection. Governors provide the right level of support and challenge. Although provision for mathematics has improved, the recent improvements have not been in place long enough to accelerate progress, especially for the most able pupils. School leaders have not evaluated fully the impact of their actions in order to concentrate on the most effective strategies for reducing persistent absence.