Wormley CofE Primary School

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About Wormley CofE Primary School

Name Wormley CofE Primary School
Website http://www.wormleyprimary.co.uk
Ofsted Inspections
Headteacher Mrs Tracy Gaiteri
Address Cozens Lane East, Wormley, Broxbourne, EN10 6QA
Phone Number 01992303331
Phase Primary
Type Voluntary controlled school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 444
Local Authority Hertfordshire
Highlights from Latest Inspection


Wormley Church of England Primary School continues to be a good school.

What is it like to attend this school?

Pupils at Wormley Church of England Primary School thrive on meeting the high expectations of adults and the broad curriculum on offer. They are proud of their school and love their learning.

Pupils enjoy taking on additional responsibilities, for example being a member of the pupil parliament or taking on a buddy role.

Pupils gain a deep understanding of the 'Wormley Way'. Pupils are taught to 'deploy their agents' in areas such as resilience, confidence and curiosity.

This chosen approach, alongside the Christian values of the school, prepares pupils we...ll socially and academically in school and for the wider world.

Pupils behave well in lessons and around school. They say that there are often disagreements about football, but these are soon sorted out.

Pupils say that they feel safe and can share their worries with any adults they choose. Bullying is rare and dealt with appropriately by leaders.

Pupils value the 'enrichment days'.

These cover a wide range of topics, from 'What does heaven look like?' to 'One kind word' and 'What does Black history mean?' They give pupils opportunities to develop their curiosity and for pupils to lead their own learning.

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

Leaders have designed an ambitious curriculum. This starts from when pupils begin school in the early years.

The curriculum is planned to help pupils link learning from one subject to another. As a result, pupils are able to learn knowledge in one subject which they apply in other subjects to help them know more.

Teachers skilfully recap previous learning.

However, on a few occasions, the intended and prior learning is less clear, and the checking of what pupils know and remember is not done frequently enough. This can hinder pupils' achievement in areas of the curriculum.

In early years, there are numerous chances to deepen new knowledge and skills across all areas of learning.

All staff encourage children to develop their speaking skills. Attentive adults model language well to increase children's vocabulary. Older pupils 'talk' with their peers to explore ideas and understand concepts before sharing knowledge with the class.

Staff further extend pupils' learning by checking and correcting any misconceptions. The focus on improving pupils' vocabulary is having a positive impact on their outcomes. This results in pupils being well prepared for their next stage of learning.

Pupils become fluent readers. Staff make sure children use the sounds learned to sound out and write words accurately. Reception and key stage 1 pupils read books that are well matched to the sounds they learn.

Pupils in key stage 2 benefit from reading a wide range of texts. Teachers are clear about the delivery of leaders' planned and intended reading strategies. Pupils enjoy adults reading to them.

Pupils recall their learning about Shakespeare and talk enthusiastically about other authors. Curriculum thinking is understood and followed consistently by staff throughout the school. This ensures pupils become confident and fluent readers.

Leaders check that all pupils, including those with special educational needs and/or disabilities (SEND) access the same aspirational curriculum. Where necessary, pupils are given additional support or are challenged further to do their best. The needs of pupils with SEND are identified accurately.

Staff are well trained in how they support these pupils. Consequently, pupils with SEND are able to access the curriculum and achieve well.

Pupils behave well.

The planned curriculum supports pupils' personal development effectively. One strength is how pupils are taught to express how they are feeling and apply this in their day-to-day lives. The Christian values are carefully woven throughout the curriculum.

Pupils show a good understanding of different cultures and needs. A wide range of diverse issues are taught, such as what it is like to have autism or to be a Hindu. Pupils are motivated to achieve their best but also to help and empathise with others.

Prior to the pandemic, pupils accessed a wide range of extra clubs and activities. While the pandemic has impacted upon these happening, some opportunities have started to resume. Pupils talk fondly of their extra-curricular experiences and are proud to represent their school.

All members of the governing board have specific roles which they are well qualified for. They use their skills well when holding leaders to account for the quality of education and safeguarding. Governors carry out their statutory responsibilities effectively.

They check the information given to them by leaders through visiting the school and finding out for themselves.


The arrangements for safeguarding are effective.

There is a strong safeguarding culture throughout school.

All staff are aware of the potential risks to pupils. All parents, pupils and staff who responded to surveys or were spoken to said that pupils were safe. Pupils are taught about the risks, including how to keep safe online.

Leaders ensure all staff have regular training and know how to report concerns. Leaders follow up concerns appropriately and in a timely manner. Leaders work well with external agencies to make sure families receive necessary support.

Governors carry out their safeguarding duties effectively and check that policies and procedures are being followed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not always make explicit what pupils have learned or intend to learn. They do not consistently check pupils' learning or feedback regularly in lessons.

Therefore, some pupils do not always remember what has been taught or make links between new learning and what they have learned before. Leaders must check to make sure that staff always make learning clear and routinely check pupils' understanding throughout each lesson so they ensure pupils know and remember more in all areas of the curriculum.


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

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in September 2011.

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