St Nicholas CofE (VA) Primary School and Nursery

Inspection of St Nicholas CofE (VA) Primary School and Nursery Six Hills Way, Stevenage, Hertfordshire SG2 0PZ

p.1

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 10 and 11 June 2025

p.1

What is it like to attend this school?

Pupils feel safe and are well cared for at this school. Differences are meaningfully celebrated throughout the school. This is recognised by pupils, who state that everyone is welcome here and is given the help they need.

p.2

What is it like to attend this school?

Pupils make a strong start to their learning journey at this school. They achieve well in early years and develop strong foundations of learning. Pupils access a broad, planned curriculum as they move through the school. However, too many pupils do not achieve as well as they could by the time they move onto secondary school.

p.2

What is it like to attend this school?

Classrooms are typically calm and orderly. Pupils learn with little disruption. Pupils love social times with their peers. The playground is a hive of activity, with games such as dodgeball, football and rounders proceeding enthusiastically. Pupils generally get along well. Trained pupil ‘peer mediators’ are on hand to sort out any minor fallouts, which makes playtime a happy and positive time.

p.2

What is it like to attend this school?

Pupils have many opportunities to develop their wider talents and interests on the sporting field. The school’s football and netball teams are very successful. The school choir is active and enjoys performing. Residential trips, visits and outdoor learning further enhance pupils’ learning experiences.

p.2

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

School leaders are ambitious for what pupils can achieve at this school. They are making the necessary changes to improve the quality of education. Despite significant progress, for example extensive curriculum development, too many pupils are not academically ready for their next stage when they leave school.

p.2

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

The early years classes are calm and purposeful. Staff skilfully develop children’s early language skills in a well-resourced environment. For example, children order events and orally retell stories to develop their spoken language and love of books. Staff know the children very well and design the curriculum in a way which meets children’s specific needs. Children make a strong start to their schooling in early years.

p.2

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

The school’s early reading curriculum is a strength. Well-trained staff deliver the school’s phonics programme precisely. Pupils learn their letter sounds quickly and read books to practise the sounds they have learned. Any pupil who falls behind is supported to catch up with their peers. As pupils move through the school they access a range of different texts. Pupils develop a love of reading and improve their reading skills.

p.2

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

The curriculum is designed and sequenced from early years onwards. The intended knowledge that pupils should learn is identified and is built upon as pupils progress through the school.

p.2

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

The way lessons are delivered is not consistently effective. On some occasions, teachers clearly explain and model learning and question pupils to check how well they are 10 and 11 June 2025

p.2

3

achieving. Pupils complete activities which allow them to practise, learn and remember new knowledge. On other occasions, learning is not clearly presented. Pupils complete activities which do not fully align with the intended learning. This means that pupils’ learning across the curriculum is not consistent. Some of their knowledge is not as secure as it should be.

p.3

3

Pupil support plans identify the needs of pupils with special educational needs and/or disabilities (SEND). Teachers generally implement these plans successfully to break down barriers to learning. This enables pupils with SEND to learn alongside their peers. However, sometimes the curriculum is not appropriately adapted to meet the needs of different pupils. Some pupils struggle to access learning independently in class. Other pupils would benefit from being moved on in their learning. Pupils do not always achieve to their full potential.

p.3

3

Staff model the school’s high behaviour expectations. Clear school rules help pupils to make the right choices. Staff manage less positive behaviour effectively, minimising the impact on other pupils’ learning. Strong systems to monitor and improve attendance are now in place. These are working well. The school offers support and challenge to families to ensure pupils attend whenever they can. Having attended less strongly in the past, pupils now attend well.

p.3

3

The school’s well-thought-through personal, social, health and economic programme carefully considers its pupils. Pupils are highly respectful of different cultures and beliefs. Pupils typically feel safe in school and have a strong understanding of how to stay safe online. They know how to keep their bodies and minds healthy. Pupils are well prepared for life in modern Britain.

p.3

3

Governors are effective in their roles. They monitor regularly and challenge school leaders to further improve the school. Staff are well supported in their roles. They know their well-being is considered fully when changes are made.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Beyond early years, teaching is not routinely adapted to meet the needs of pupils. Sometimes pupils struggle to understand learning, while others are not moved on quickly enough. some pupils do not learn as well as they should. The school should ensure that teaching is better adapted to meet the needs of different pupils.  On occasions, the activities that pupils complete are not aligned to the core knowledge that pupils need to learn. This means that some pupils do not develop the secure 10 and 11 June 2025

p.3

4

knowledge that they should. The school should ensure that lesson activities help pupils to learn and remember intended knowledge in all lessons.

p.4

How can I feed back my views?

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 June 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Co-chairs of governing body Karen Mitchell and Judy Crook

p.5

School details

Dates of previous inspection 22 and 23 February 2023, under section 5 of the Education Act 2005

p.5

Information about this school

 The school uses one registered provider of alternative provision.  This is a Church of England school within the Diocese of St Albans. The last section 48 inspection of the school’s religious character took place in March 2017. The next inspection is due to take place this academic year.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 10 and 11 June 2025

p.5

6

 Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, deputy headteacher, inclusion lead, subject leaders, staff, members of the governing body, and a representative from the diocese and local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics, science and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with pupils about their learning and looked at samples of pupils’ work. The lead inspector also listened to pupils read with a familiar member of staff.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the

p.6

6

extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of documents, including behaviour logs, attendance records, pupil records, records of governing body meetings, school development plans and external quality assurance.  The inspection team considered the views of parents through responses to the online survey, Ofsted Parent View, and parents spoken to during the inspection.  Inspectors gathered the views of pupils and staff through Ofsted’s pupil and staff surveys, as well as discussions conducted throughout the inspection.

p.6

Inspection team

Jonny Wallace, lead inspector His Majesty’s Inspector

p.6

Inspection team

Lucy Roberts Ofsted Inspector 10 and 11 June 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7