Monken Hadley CofE Primary School

Inspection of Monken Hadley CofE Primary School Camlet Way, Monken Hadley, Barnet, Hertfordshire EN4 0NJ

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Inspection dates: 28 February and 1 March 2023

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 28 February and 1 March 2023

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What is it like to attend this school?

Pupils thrive in this school. They are happy and safe. Leaders have created an extremely caring and supportive environment where everyone is respected. Relationships between staff and pupils are excellent. Pupils are taught to be kind, considerate and tolerant. This shows in the way that pupils treat each other. Parents and carers praise the dedication and professionalism of staff.

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What is it like to attend this school?

Pupils’ behaviour is exceptional. Leaders have high expectations of all pupils. They motivate pupils to achieve highly. Pupils are highly focused on their learning. This includes in the early years, where children listen attentively and follow familiar routines. Bullying is not tolerated, and staff follow up on any incidents seriously.

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What is it like to attend this school?

Leaders offer extra-curricular activities, such as chess, art and sports clubs, which pupils enjoy. Pupils’ grow in confidence and resilience through taking a lead in their school. For instance, pupils become digital leaders and work with school leaders to promote charity and service across the school.

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What is it like to attend this school?

Pupils lead some clubs independently. For example, older pupils run a science and engineering club for younger pupils. Leaders teach pupils many skills they need to be effective leaders themselves one day.

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better?

Leaders have established a positive and supportive staff culture of mutual respect and teamwork. Excellent leadership at all levels is appreciated by the entire school community. Leaders and the governing body work effectively to promote a shared vision for the school. All staff embrace the school’s vision and implement it in full. As a result, leaders have ensured that there is an excellent quality of education across all aspects of school life.

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better?

Leaders’ curricular thinking is highly developed across many subjects. They ensure that key knowledge and skills are sequenced progressively. This helps pupils to develop a deep body of knowledge. For example, in mathematics, teachers help pupils to use mathematical strategies with confidence.

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better?

Teachers check pupils’ understanding carefully and address any misconceptions in a timely way. They support pupils to develop subject-specific vocabulary very well. Early years staff are highly skilled in the teaching of early reading, writing and mathematics. Children practise correct letter and number formation regularly. Teachers plan for children’s learning carefully across all areas of learning.

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better?

The mathematics curriculum is well planned. Pupils are fluent in number facts and use these to solve more complex problems. All pupils, including those with special educational needs and/or disabilities (SEND), are well supported. Staff use resources very well to help pupils know and remember new content. 28 February and 1 March 2023

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Leaders promote a love of reading. Early reading and phonics are taught consistently well by all staff. Teachers make sure that all pupils keep up with the phonics programme. They provide reading books for pupils to read that match their phonics knowledge. Staff hear pupils read every day. Pupils learn to read with confidence and fluency. Leaders make sure that pupils access a broad range of high- quality books. Pupils value the opportunity to extend their learning by reading these different texts.

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Leaders identify the needs of pupils with SEND accurately. Teachers consider carefully how to adapt and support pupils with SEND. This helps pupils with SEND to achieve extremely well.

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Pupils across the school behave very positively. Leaders ensure that the school’s behaviour approach is understood consistently well. This ensures that lessons can continue uninterrupted.

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Leaders help pupils to develop high levels of confidence and assurance. They prepare pupils very well for next steps and future education. Leaders empower all pupils to be curious and to be effective advocates for themselves and others. Leaders enhance pupils’ interests and wider development, including through visits and workshops. For example, pupils met female scientists and engineers to challenge gender stereotypes.

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Leaders ensure that all staff access high-quality professional development. This means they have excellent subject knowledge across all curriculum areas. Subject leaders work with other teaching staff across their professional networks to ensure that their practice is the best it can be. Leaders support staff’s workload and well- being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders in this school understand their responsibility for safeguarding pupils. There are effective processes in place to ensure that any potential concerns are identified, recorded and acted upon.

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Safeguarding

All staff are well trained to identify any possible signs of abuse in pupils. Leaders work successfully with a wide range of external agencies to support the health and well-being of pupils and their families.

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Safeguarding

Pupils are taught how to keep themselves safe. Pupils comment that they are confident that there is an adult with whom they can talk should they have any worries. 28 February and 1 March 2023

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 28 February and 1 March 2023

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School details

Inspection number 10242089 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Executive Headteacher Anthony David Julie Eyres (head of school) Website www.monkenhadley.barnet.sch.uk

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School details

Date of previous inspection 20 June 2017, under section 8 of the Education Act 2005

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Information about this school

 The school is a smaller-than-average primary school. All pupils from Reception to Year 6 are taught in mixed-aged classes.  The school has a Christian religious character. The last section 48 inspection under the Education Act for schools of a religious character was conducted on 3 February 2023.  The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 28 February and 1 March 2023

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 Inspectors met with the executive headteacher, headteacher, the early years leader and the special educational needs coordinator.  The early reading, mathematics, science and history subject leaders also met inspectors.  A meeting was held with four governors, including the chair.  Inspectors carried out deep dives in these subjects: early reading and phonics, mathematics and history. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors checked safeguarding procedures, including the recruitment checks made on staff. They met with the designated safeguarding leader, staff and pupils to discuss wider aspects of safeguarding. They scrutinised a range of documentation in relation to safeguarding.  Inspectors also reviewed Ofsted’s online Parent View survey, as well as responses

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to Ofsted’s survey for staff and pupils.  Inspectors spoke with pupils about their programme of wider personal development.  The inspector also spoke with representatives of the local authority and the London Diocesan Board.

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Inspection team

Karen Matthews, lead inspector Ofsted Inspector

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Inspection team

Sarah Lack Ofsted Inspector 28 February and 1 March 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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