Spellbrook CofE Primary School

Spellbrook CofE Primary School

Address: London Road, Spellbrook, Bishop's Stortford, Hertfordshire, CM23 4BA Unique reference number (URN): 117405

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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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Achievement Expected standard

Leaders carefully track and review pupils' progress across the curriculum. They respond quickly to dips or changes in the school's achievement information and adjust their approach so each pupil gets the support they need to succeed. Because the school has small year groups with varied needs, outcomes in national tests can fluctuate when compared to national results. Even so, pupils achieve well in phonics, where results continue to exceed national averages. An increasing number of children possess the knowledge and skills they need by the end of the Reception Year. Staff prepare pupils well for learning in Year 1.

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Achievement Expected standard

The progress that pupils make across the curriculum is clear in the work they produce. This shows how pupils build knowledge over time and apply what they have learned. Leaders use this information to check that pupils are on track and to plan any extra help when needed.

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Attendance and behaviour Expected standard

Leaders analyse attendance information closely and use this information to identify the reasons for poor attendance. Because the school is small, absences can affect the percentages for some pupil groups. Staff intervene early and work with families to remove barriers effectively. For example, leaders meet regularly with the local authority each term to discuss attendance. The school's pick-up and drop-off systems help ensure pupils arrive on time. Staff make daily phone calls to check on absences and pupils' wellbeing.

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Attendance and behaviour Expected standard

The school is calm and orderly. Staff have high expectations and consistently follow the school's approach to behaviour. Staff help pupils understand and talk about their feelings from the moment they start school. Pupils learn to communicate their worries. They say that unkind behaviour is rare. Pupils know what to do if they experience bullying or discriminatory behaviour. They trust adults to resolve any problems if they occur. Pupils learn to make appropriate choices and manage their emotions. Most pupils show positive attitudes to learning. When needed, staff put in place support for pupils who may need extra help to manage their behaviour. Playtimes are generally positive and pupils play well together. Teachers think carefully about classroom layout so all pupils can access learning. These approaches help pupils stay safe, behave respectfully and be ready to learn.

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Curriculum and teaching Expected standard

The curriculum in each subject is planned so pupils build knowledge and vocabulary in a clear sequence. Implementation varies in a few subjects and leaders are taking action to improve this. Teachers use what they know about pupils’ needs and starting points to guide their teaching and give helpful feedback.

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Curriculum and teaching Expected standard

Leaders check pupils’ progress closely and use this information to improve how the curriculum is taught. Staff have secure subject knowledge and leaders provide focused training and support. This helps staff teach the curriculum and apply the school’s inclusion charter consistently well. The charter sets out what each class needs and helps staff think about how to adapt learning for pupils with special educational needs and/or disabilities. Leaders have made deliberate decisions about how staff teach the curriculum. The consistent and targeted approach in phonics helps pupils meet national expectations. Leaders are supporting staff to apply the same level of rigour and consistency to other subjects.

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Curriculum and teaching Expected standard

Pupils develop firm foundations in English and mathematics. They talk confidently about their learning across the curriculum. Leaders have considered how pupils progress through school and into secondary education to ensure pupils are fully prepared for the next stage of their education.

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Early years Expected standard

Leaders design the early years curriculum, so children build essential knowledge in a clear and sequenced way. Children in Nursery and the Reception Year share a well-organised learning environment. Staff meet each child’s needs and guide their learning with care and skill. Staff plan a full induction for parents, carers and children. This builds positive links between home and school from the start.

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Early years Expected standard

Clear and predictable routines help children settle quickly each morning. Staff help them focus, stay attentive and take pride in completing tasks. They design learning experiences that develop children's understanding of the world and build their physical skills and coordination. For example, children create their own versions of Aboriginal art using dot- painting techniques. Staff design structured sessions alongside purposeful independent learning. They use modelling and meaningful interactions to develop children’s language. Staff encourage children to explore the learning environment and try new activities, helping them grow in confidence and independence.

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Early years Expected standard

Staff closely monitor children's progress and share achievements with parents. This communication helps parents celebrate successes. It enables staff to spot learning gaps or early signs of special educational needs and/or disabilities. Staff respond quickly by offering support or seeking specialist advice. Teachers begin teaching early reading as soon as children enter the Reception Year. Consistent phonics teaching from the start helps children excel in this area as they move on to their next stages of learning.

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Inclusion Expected standard

Leaders have introduced a new inclusion charter that sets out the support and adjustments to learning which pupils need to succeed, including those with special educational needs and/or disabilities. Staff receive effective training so they can put these approaches into practice. Pupils explain how the adaptations and resources help them learn well. Leaders and staff take time to get to know pupils. They carry out home and school visits before pupils start school. This helps staff identify needs early and helps parents support their children as they settle into school.

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Inclusion Expected standard

In the early years, staff use an online learning journal to share milestones with parents. These observations help teachers spot extra needs, identify gaps in learning and provide support. The school works closely with parents and carers, who value the clear communication between home and school.

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Inclusion Expected standard

Leaders seek advice from a wide range of professionals to make sure the school meets pupils’ academic, social and emotional needs. Teachers create learning plans with clear strategies and staff follow these carefully. Leaders review the impact of any extra support and adjust it when needed. They shape provision so pupils learn alongside their peers, using targeted or individual support when required.

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Inclusion Expected standard

The school uses funding carefully to help disadvantaged pupils. Leaders track participation and create further opportunities to help close gaps and improve outcomes.

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Leadership and governance Expected standard

Governors have supported the school well through a period of change. Several staff, leaders and governors are new to the school. Governors see these changes as an opportunity for new perspectives and skills to enhance the school and further improve the offer for all pupils. Governors ensure that the school fulfils its statutory duties. They seek advice and training to enhance their knowledge and hold leaders to account.

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Leadership and governance Expected standard

The new leadership team has identified clear priorities for improvement and has begun to put these into action. They have also recognised the strengths already in place. Pupils and staff speak positively about the recent changes. Parents and carers appreciate the visibility of the leadership team and speak positively about the care their children receive. Leaders consider how to improve outcomes for pupils with special educational needs and/or disabilities and disadvantaged pupils. The implementation of the inclusion charter is ensuring improved outcomes and provision for all. Pupils use the support and adaptations provided in class to help their learning.

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Leadership and governance Expected standard

Leaders have formed partnerships with other schools, which has strengthened self- evaluation and created opportunities to share practice. Leaders know the school, its pupils and families well. They seek external support when needed and model their expectations clearly to staff.

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Leadership and governance Expected standard

A coherent plan is improving staff's professional learning while taking account of staff wellbeing and workload. Leaders share essential information and changes with all staff. They give staff time and support to make the improvements they want to see and celebrate what is going well.

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Personal development and wellbeing Expected standard

Leaders design the personal development programme so that pupils are prepared socially, academically, and emotionally for success. Through the personal, social and health education curriculum and wider opportunities, leaders broaden pupils’ experiences. Pupils deepen their understanding of fundamental British values and celebrate the cultural diversity of modern Britain. Leaders continue to refine this work to extend opportunities even further.

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Personal development and wellbeing Expected standard

The school’s programme for personal development begins in the early years. Staff focus on children's personal, social, and emotional development so they make the most of the opportunities available to them. Staff teach children how to express their feelings and model positive behaviour. They help them resolve conflicts and teach them how to play and learn well together.

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Personal development and wellbeing Expected standard

Teachers link learning across subjects, so pupils revisit key knowledge such as online safety and the importance of physical and mental health and diet. This helps learning stick. Alongside the taught curriculum, leaders plan a programme of events across the year and respond quickly to emerging needs or new trends. Every child in Year 6 takes on a leadership role that contributes to the smooth running of the school. Pupils understand these responsibilities and act as positive role models for younger children. They learn how to advocate for change.

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Personal development and wellbeing Expected standard

Many pupils who joined the school after the Reception Year describe how warmly staff welcomed them and how this helped them feel part of the school community. Pupils learn to appreciate differences and understand the importance of belonging and kindness.

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Personal development and wellbeing Expected standard

Pupils can explore many opportunities to develop their talents and interests in the arts, music, and sport. Staff run popular lunchtime and after-school clubs, like dodgeball, chess, football, mindfulness, karate, and art. Leaders ensure that all pupils, including disadvantaged pupils, take up these opportunities. Residential visits and school-based camping experiences help create lasting memories.

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

This is a welcoming and inclusive school. Many pupils join the school at different stages of their educational journey. The school community quickly includes new pupils and helps them feel valued. Staff help pupils settle, build friendships, and develop confidence. Pupils value the care provided and know there is always someone to talk with if they have a worry. They are confident that staff will resolve any concerns regarding bullying or unkind behaviour. Pupils understand the importance of regular attendance. Generally, most attend well. They enjoy the routines and settle quickly each morning.

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

Pupils speak positively about recent changes. They understand what is expected of them and know what it means to be safe, respectful, and ready. Most behave well and show positive attitudes to their learning. Staff promote respectful behaviour, ensuring pupils have the support, guidance, and resources they need to learn effectively.

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

Pupils enjoy their learning and typically achieve well, particularly during the early stages of learning to read. In a range of subjects, pupils build knowledge and skills effectively. They take pride in their achievements and can identify how they have responded to feedback and improved their work. The new inclusion charter sets out what every child needs in order to learn and succeed. Staff usually apply this well across the curriculum adapting learning so that it is accessible for all, including pupils with special educational needs and/or disabilities. Consequently, pupils are well prepared for the next stage of their education.

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

Pupils enjoy taking part in school life and taking on leadership roles, such as school councillors and house captains. This helps them take responsibility and act as role models

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Facts and figures used on inspection

for younger pupils. Pupils benefit from a range of clubs, trips, and visitors that create lasting memories and help develop their talents and interests.

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Next steps

Leaders should provide staff with the support they need to ensure that teaching approaches, adaptations to learning and the inclusion charter are applied consistently and effectively across the curriculum.

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About this inspection

The chair of the board of governors in this school is Warren Hasty.

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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 school leaders, members of the governing body and the school improvement partner.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Christian (Church of England) religious character. The last section 48 inspection was in 2024.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone significant change since the last inspection, including the appointment of a new headteacher and leadership team.

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About this inspection

The number of pupils on roll at the time of the inspection was 106.

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About this inspection

Headteacher: Carly Cousins 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

2023/24 (final) 69% 61% 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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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) 67% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 75% 71% 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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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2022/23 (3 term) 6.4% 5.9% 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) 16.3% 13.3% Close to average

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national average

2022/23 (3 term) 20.0% 16.2% 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. 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

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 .

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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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