Swallow Dell Primary and Nursery School

Inspection of Swallow Dell Primary and Nursery School Blackthorn Road, Welwyn Garden City, Hertfordshire AL7 3JP

p.1

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Outstanding Previous inspection grade Requires improvement 24 and 25 June 2025

p.1

What is it like to attend this school?

Pupils are very proud to be part of this school. When children join in Nursery, they quickly learn ‘The Swallow Dell Way’. Pupils have a deep understanding of kindness, respect and ambition. This helps them work together in a polite and positive way. Pupils enjoy celebrating these school values together. They are happy and safe. Pupils know they can turn to trusted adults if they are worried or concerned.

p.2

What is it like to attend this school?

The school has high expectations of what pupils can achieve. Pupils’ achievement in reading, writing and mathematics at the end of Year 6 has not previously reflected this. Staff and pupils share an understanding of the quality of work expected. As a result, pupils currently in the school typically achieve well.

p.2

What is it like to attend this school?

The school also has high standards for behaviour. Disruption in lessons is rare. Where a small number of younger pupils do need reminders, they respond quickly.

p.2

What is it like to attend this school?

There are many opportunities to help develop pupils’ talents and interests. The school council helps decide the termly club offer. As a result, many pupils attend, including disadvantaged pupils. The school has carefully designed opportunities to strengthen the curriculum. Experiences such as a magistrate’s visit help pupils to deepen their knowledge of crime and punishment.

p.2

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

The school has a bespoke, ambitious curriculum that starts in Nursery. It is well thought out and carefully sequenced. As a result, staff are clear about what they need to teach and when. Staff have strong subject knowledge. This means the curriculum is taught consistently well. Children in early years get off to a flying start. They build strong foundations for future learning. Carefully constructed activities enable children to apply and reinforce important knowledge, such as counting. Children are exceptionally well prepared for Year 1.

p.2

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

Staff typically complete regular, effective checks on pupils’ understanding. This helps staff identify and correct errors quickly. Pupils understand the importance of staff feedback. They know this helps them fix mistakes swiftly. Staff in the early years are highly knowledgeable about the children and their progress. This helps them to provide extra support through high-quality interactions. However, in some subjects in the wider curriculum, older pupils have gaps in their knowledge due to a previously less well- developed curriculum. This means pupils sometimes do not have secure foundations on which to build new learning and do not remember important knowledge they have been taught previously.

p.2

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

Reading is central to the school’s vision. All staff have the expertise they need because of rigorous training. As a result, reading is taught exceptionally well. Pupils are passionate about reading. In the early years, children start learning to read as soon as they join. They are immersed in phonics games, stories and songs. The school has a detailed 24 and 25 June 2025

p.2

3

understanding of gaps in pupils’ reading knowledge. High-quality interventions help these pupils catch up quickly.

p.3

3

The school has a well-established approach to identifying pupils with special educational needs and/or disabilities (SEND). Staff are well informed about how best to support pupils with SEND, which helps them adapt learning effectively. As a result, pupils with SEND access the full curriculum successfully. The school is innovative in ensuring that pupils with SEND get the support they need. This includes the ‘WelHat’ hub, where pupils are expertly supported to thrive.

p.3

3

Pupils have a positive attitude to their learning. They are highly committed to contributing to their school community. There are many leadership positions available, which help them learn about responsibility. The school’s mentoring programme is exemplary. Older pupils who have overcome challenges in the past support younger pupils. This helps them develop their own character while making a positive difference to others.

p.3

3

The school ensures that pupils understand how they should behave. The school provides timely support for pupils who need additional help with managing their behaviour. Pupils and parents are positive about the changes made. In early years, children learn routines very well. They show sustained concentration and take turns with peers.

p.3

3

The school has prioritised improving attendance. Leaders have introduced new systems to develop stronger attendance habits. They are working effectively with parents to provide support. This has led to a demonstrable improvement in pupils’ attendance, particularly for disadvantaged pupils.

p.3

3

Through a period of change, governors have provided challenge and support. They use training and expert advice to strengthen their understanding of governance. This helps them hold leaders to account effectively. Staff are proud to work at the school. They value the way leaders prioritise staff’s workload and well-being. As a result, staff feel appreciated and supported.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Some older pupils have gaps in their knowledge in some foundation subjects due to past weaknesses in the curriculum. This means they do not have strong foundations on which to build new learning. The school should ensure that staff identify and address gaps in pupils’ knowledge in these subjects so that pupils build effectively on prior learning across the full range of subjects. 24 and 25 June 2025

p.3

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). 24 and 25 June 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Lesley Hollinshead

p.5

School details

Dates of previous inspection 8 and 9 March 2023, under section 5 of the Education Act 2005.

p.5

Information about this school

 There have been significant changes to staffing since the previous inspection. The headteacher took up post in September 2023. The deputy headteacher and inclusion leader took up post in January 2024.  The school runs a breakfast and after-school club.  The school does not use any alternative provision.

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. 24 and 25 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 met with the headteacher, other members of the senior leadership team, a group of governors, a representative from the local authority and pupils.  Inspectors carried out deep dives in these subjects: reading, mathematics, religious education, science and geography. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke with some 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.  Inspectors also looked at samples of pupils’ work in some other areas, including writing and history.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered

p.6

6

the 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, suspension records, permanent exclusion records, attendance records, pupil records, minutes of governor body meetings, school development plans, records of monitoring from the local authority and school policies.  Inspectors considered responses to the Ofsted online survey for parents, Ofsted Parent View. Inspectors spoke with parents as they arrived at school. They also took into consideration the online staff survey.

p.6

Inspection team

Emma Breckenridge, lead inspector Ofsted Inspector

p.6

Inspection team

Colette Lamb Ofsted Inspector 24 and 25 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