Central Primary School

Central Primary School

Address: Derby Road, Watford, Hertfordshire, WD17 2LX Unique reference number (URN): 117156

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

When pupils join the school, staff follow clear steps to understand each pupil’s needs. Leaders ensure that learning is routinely and consistently adapted to meet pupils' needs. Where pupils need extra help, leaders put the right teaching or support in place, so that pupils catch up quickly. The school uses a broad range of strategies that meet the needs of many different pupils.

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Inclusion Strong standard

Staff check pupils’ progress when they receive extra teaching. These checks help leaders know whether pupils are getting the right provision and whether it is making a positive difference. For example, leaders review whether support for emotional wellbeing is helping pupils to take part in lessons with more confidence.

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Inclusion Strong standard

The school’s ‘hub’ supports some pupils who have special educational needs and/or disabilities (SEND). Skilled staff and highly effective plans help to close gaps in learning. Across the school, staff provide highly effective teaching for pupils with SEND so they can keep up with their peers.

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Inclusion Strong standard

Additional funding to support disadvantaged pupils is used very well. The targeted support it provides makes a clear difference to pupils’ wellbeing and how well they learn.

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Inclusion Strong standard

Leaders go beyond what is expected to meet pupils’ needs and build supportive relationships with families. For example, they provide translation services and help with wider issues by offering families effective support and guidance, creating a strong holistic approach.

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Personal development and wellbeing Strong standard

The personal development programme is well organised from Nursery through to Year 6. Pupils revisit key ideas as they move through the school. They explain how their understanding deepens as they grow older. Leaders adapt the programme so new pupils do not miss important learning. They make sure pupils learn about many cultures, countries and religions. Pupils speak with pride about their school, saying it welcomes new pupils and values the many different languages spoken by families. Displays, books and the use of home languages in lessons help pupils to feel included.

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Personal development and wellbeing Strong standard

The school teaches pupils how to build positive relationships. Pupils learn about consent and the changes they will experience as they grow. Relationships between pupils are respectful. Leaders work openly with parents, helping them understand the relationships and health education programme. They explain what must be taught and take time to answer questions. Workshops and shared lesson materials help families feel confident and involved.

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Personal development and wellbeing Strong standard

Half-term themes help pupils understand important ideas, such as fundamental British values. For example, some pupils performed a rap to share these values with others. The curriculum is also further enriched by themed days, community events and an annual careers day.

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Expected standard

Pastoral support is a real strength. Staff identify pupils’ emotional needs quickly. They provide a wide range of support, such as small-group sessions and activities that help pupils feel calm and ready to learn. Pupils speak positively about this support. They learn to be confident and develop strategies that support positive mental health.

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Expected standard

Leaders check pupils’ personal development thoroughly. They frequently listen to pupils and act on what they say. Many pupils take part in a wide variety of clubs, trips and events, which broaden their experiences and raise their aspirations. Pupils know how to keep themselves safe, including when online. This prepares pupils very well for their next educational stage.

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Achievement Expected standard

Pupils make steady progress as they move through the curriculum. Their work shows clear improvement over time, for example in their writing skills from year to year. Many pupils start with limited English, but they catch up well because staff give them the support they need. Pupils who join the school mid-year progress securely from their various starting points.

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Achievement Expected standard

The school's recent national test results show that pupils, including disadvantaged pupils, achieve in line with pupils nationally. This reflects the school's focus on early reading, language and number skills. Teachers check pupils’ learning often and use this information to fill gaps quickly, which helps pupils keep up.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities achieve well. Staff understand their needs and make sensible adjustments so they can take part in lessons and succeed. Pupils learn how to work independently and take responsibility for their learning. As a result, they are well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Leaders monitor attendance closely and act quickly when it falls. They work with families to understand why some pupils are absent and offer support when needed. For example, families may receive family support guidance or additional help from wider services that the school provides. These actions have had a clear impact. Attendance is now broadly in line with national averages and has improved over time.

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Attendance and behaviour Expected standard

Pupils behave well. Leaders have created a calm and orderly environment. Staff model the behaviour they expect. They respond promptly to any discrimination, harassment, harmful language or online issues. Consequently, the numbers of such incidents have reduced. Staff record any behaviour concerns so they can identify any patterns. They also provide appropriate support for pupils who find it harder to manage their behaviour.

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Attendance and behaviour Expected standard

Pupils show positive attitudes to learning and take pride in their work. They enjoy spending time with friends. At social times, pupils generally get along well. Bullying is rare. Pupils trust adults to deal with it should it occur. Pupils understand the school rules and follow them. As a result, behaviour improves over time, shown by the reduction in suspensions. The school is a community where pupils feel cared for, included and ready to learn.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. The curriculum is broad and ambitious. It has been designed to meet the pupils' needs. For example, some topics include studying pupils' home countries.

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Curriculum and teaching Expected standard

The curriculum is well sequenced in each subject so that staff understand what pupils should learn and when. Leaders make sure teachers have the subject knowledge they need to teach subjects effectively. Training is regular and effective. As a result, teaching is typically secure and pupils gain the knowledge they need for their next steps.

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Curriculum and teaching Expected standard

Reading, writing and mathematics are priorities. Pupils who need to catch up receive effective support. Staff understand pupils’ needs, including those who face extra challenges. They make sensible adjustments so all pupils can learn alongside their peers. Support staff help pupils to keep up.

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Curriculum and teaching Expected standard

Staff teach phonics in a structured way and reading books match pupils’ reading abilities. This helps pupils become confident readers. In mathematics, teachers explain ideas clearly and pupils have time to consolidate their understanding. In most lessons, staff help pupils use the right vocabulary so they can explain their thinking.

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Curriculum and teaching Expected standard

Leaders continue to improve the pupils’ standards in writing. This work is ongoing and includes strengthening handwriting, spelling and grammar.

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Early years Expected standard

The early years curriculum is well planned and gives children many chances to develop their communication and language skills. Staff talk with children often and model new words in simple, clear ways. This helps children build their vocabulary. Children enjoy daily story times and learn songs and rhymes that further develop their understanding. This early focus on language helps children understand new ideas and take part in lessons with confidence as they move through school. However, sometimes staff do not use consistent and effective approaches, for example by weaving language development into routines and activities across the day.

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Early years Expected standard

In the Reception Year, phonics begins straight away. Children learn the sounds they need to read and write simple words. Books match the sounds they know, so they are successful when practising. Most children achieve well from their different starting points. Children are generally well prepared for the next stage of learning.

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Early years Expected standard

Provision for 3-year-olds meets their needs well. Staff help them settle and build early communication skills. In the Reception Year, staff teach routines early so children become confident and independent. Partnership with parents and carers is effective. Staff visit families before children join the school, which helps to identify any additional needs pupils may have. As a result, families feel understood and included.

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Leadership and governance Expected standard

Leaders understand the school’s strengths and set clear priorities for improvement. Their work on inclusion shows this well. Many pupils face challenges. Some do not speak English when they arrive, others come from unstable or war-torn countries. Some pupils also have special educational needs and/or disabilities. The school has high mobility, with many pupils joining at different points in the year. Leaders respond to these challenges quickly. They identify pupils’ needs as soon as they arrive and remove barriers to learning. The school is highly effective in this work.

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Leadership and governance Expected standard

Governors represent the community well. This helps them understand the school and build strong links with families. They carry out their statutory duties, including making sure staff are recruited safely. Governors also challenge leaders when aspects of the school’s work need refinement.

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Leadership and governance Expected standard

Parents and carers are generally positive about the school. They feel that teachers and leaders put pupils’ needs first.

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Leadership and governance Expected standard

Early career teachers settle well because leaders support them closely. As a result, they gain confidence and develop their skills, especially in managing behaviour, working with pupils and supporting learning. Other staff value the effective training that develops them professionally. They also appreciate that leaders and governors consider their workload and wellbeing.

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What it's like to be a pupil at this school

Pupils describe their school as a diverse community. They say this makes it a special place to learn. Pupils feel everyone is treated fairly and this is important to them. They learn about their own cultures and languages, as well as those of others. This prepares them well for life in modern Britain.

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What it's like to be a pupil at this school

Pupils and staff have positive, respectful relationships. Pupils know adults will support them when they need help, so they feel safe. Bullying is rare. When it does happen, pupils are confident that staff deal with it effectively.

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What it's like to be a pupil at this school

Many pupils join the school at different times, not only in the Reception Year. They are warmly welcomed, which helps new pupils to settle quickly. Overall, pupils achieve well. Some progress rapidly from their various starting points. For example, pupils who are new to speaking English learn to read and write it through a well planned and effective approach.

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What it's like to be a pupil at this school

Staff check pupils' progress carefully. For example, they notice when a pupil needs extra help in mathematics or support to build their confidence. Pupils learn what they need to do to improve. This helps them take ownership of their learning and gives them a clear sense of their next steps. Pupils say someone is always available to help them if they need it. They find this reassuring.

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What it's like to be a pupil at this school

The youngest children in the school play happily together and know the routines well. For example, they know how to collect the resources they need for a task, which builds important independent skills. Across the school, pupils typically behave well. They understand the rules because staff apply them fairly.

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What it's like to be a pupil at this school

Pupils learn a wide range of knowledge that matches their needs. For example, they think about careers they may want in the future. They also develop their talents and interests, such as learning a musical instrument. This work prepares them well for their next steps.

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Next steps

Leaders should further strengthen early years teaching so that staff use consistent and effective approaches in order for more children to achieve well by the end of the Reception Year. Leaders should improve the teaching of writing and raise expectations so that pupils attain more highly.

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About this inspection

The co ‑ chairs of the board of governors are Solomon Brown and Cheryl Clark.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. The lead inspector also spoke with members of the governing body including the co-chairs of the governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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Team inspectors:

Lynda Walker, Ofsted Inspector Ania Vaughan, Ofsted Inspector Laura Hewer, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 69% 62% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 81% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 77% 72% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 79% 74% Close to average

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average

2023/24 (final) 66% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 50% 47% Close to average

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national average

2023/24 (final) 36% 46% Close to average

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national average

2022/23 (final) 38% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 63% 63% Close to average

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average

2023/24 (final) 64% 62% Close to average

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average

2022/23 (final) 54% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (revised) 63% 59% Close to average

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average

2023/24 (final) 64% 58% Close to average

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average

2022/23 (final) 46% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 63% 61% Close to average

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average

2023/24 (final) 57% 59% Close to average

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average

2022/23 (final) 54% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 15.9% 13.3% Close to average

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national average

2023/24 (3 term) 17.4% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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