Schools & FE · Report card

George Street Primary School

Inspected 17 Mar 2026 · published 18 May 2026 · URN 117106

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Summary

No overall grade in this frameworkSafeguarding met

Jessie Linsley (lead), Michele Geddes, Nick Hackett

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Needs attention
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
17 Mar 2026
Inspectors verified
Jessie Linsley, Michele Geddes, Nick Hackett
Postcode verified
HP2 5HJ
Name on report verified
George Street Primary School
Safeguarding verified
Met
URN verified
117106

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingNeeds attention
Early yearsExpected
InclusionExpected
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+48Positivemore positive than 19% of reports of this type

In line with other reports of this type.

Praisepositivefeel safeenjoysecureconfidentlyeffectiveeffectivelywell-planned

Criticismnot alwaysgapsweaknessesconcernsinconsistenciesnot consistentlynot securestruggle

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1316w+59
Leadership214w+7
Safeguarding51w−11
What needs to improve94w+67

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance23
“In other areas of school improvement, leaders' checks and actions have had a positive impact, including a robust safeguarding culture.” p.4
Curriculum13
“Pupils learn a well-planned personal development programme.” p.3
Progress & outcomes13
“They do not probe enough on pupils’ outcomes to make sure they understand the reasons for any weaknesses.” p.4
Teaching & assessment11
“For example, pupils struggle with basic handwriting, and teachers do not always correct mistakes.” p.4
Behaviour9
“Pupils typically behave well and enjoy learning.” p.5
Reading & phonics8
“Children typically secure the language skills they need to understand stories, follow instructions and share their ideas confidently.” p.2
Communication & language5
“Children typically secure the language skills they need to understand stories, follow instructions and share their ideas confidently.” p.2
Parents & families5
“Staff work closely with parents to make sure partnerships with home are positive.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,672; about usual (typical 1698)
Reading level: Fairly hard; Flesch 55, typical 43
Average sentence: 12 words
Next steps: 6; typical 3
Hedged sentences: 11%; “some”, “not always”, “most”…

Where the words go

Findings 48%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 39%

Full report text

George Street Primary School

Address: George Street, Hemel Hempstead, Hertfordshire, HP2 5HJ Unique reference number (URN): 117106

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

In national tests at the end of Year 6, pupils achievement matches that of other pupils nationally. This is also the case for disadvantaged pupils. Pupils are generally well prepared for their next stages of education. For example, children in the early years usually reach a good level of development, which prepares them well for learning in Year 1. Pupils at the end of key stage 2 are also generally ready for the next stage of their education. In mathematics and reading, they achieve expected standards. In writing, they also show a generally secure understanding of grammar, spelling and many aspects of punctuation.

p.2

Achievement Expected standard

Catch-up teaching and extra support help pupils who are vulnerable and pupils with special educational needs and/or disabilities to make steady progress. Skilled teaching assistants usually provide this support.

p.2

Attendance and behaviour Expected standard

Leaders work closely with families when attendance drops. They build positive relationships. Leaders use strategies, such as rewards and regular check-ins, to help pupils improve their attendance. These actions have helped many pupils attend more often. Leaders also make George Street a welcoming place where pupils feel safe and want to be. Attendance is broadly in line with other similar schools. Leaders continue to focus on pupils who attend less often.

p.2

Attendance and behaviour Expected standard

Overall, pupils behave well. When some pupils do not behave as they should, staff generally deal with this promptly and fairly. Pupils who need more individual support receive it in a sensitive and calm way. This is important because it helps pupils stay focused, feel safe and learn well. It also helps the class settle quickly, so that learning continues without disruption.

p.2

Attendance and behaviour Expected standard

Playtimes are harmonious. Pupils enjoy playing organised games independently. They learn to get along well with others and manage small challenges without adult help. Older pupils show kindness to younger children. Generally, in lessons, classes are orderly. This supports all pupils to be able to learn, particularly those who have some additional needs. The school's predictable routines and calm spaces help pupils feel settled.

p.2

Early years Expected standard

Staff work closely with parents to make sure partnerships with home are positive. They ensure everyone understands what each child needs to do well. Staff help parents stay informed about their child's learning and wellbeing.

p.2

Early years Expected standard

The early years curriculum provides well for what children need. This year, leaders identified that many children needed extra support with their physical development. Staff have planned additional activities that build strength, balance and coordination. For example, children climb and dig. Staff provide important practice for children to strengthen fingers, wrists and arms, giving them the control they need to write with increasing confidence. Staff proactively develop pupils' language and communication skills. They teach and guide pupils to build their vocabulary in lessons and during play. Children typically secure the language skills they need to understand stories, follow instructions and share their ideas confidently. Reading is prioritised. In learning to read, children read books that match the sounds they know. Staff know to build children's reading accuracy and developing fluency.

p.2

Early years Expected standard

Children understand the school's rules. They also follow the routines that help them move confidently around the early year’s environment. When some children's behaviour is less developed, staff use appropriate strategies to support them. For example, they use stories to help children learn how to behave.

p.3

Inclusion Expected standard

Leaders and staff know pupils well. They work closely with parents and carers to understand any additional needs a pupil may have. This partnership helps to identify any barriers quickly and accurately. Staff can then provide the right support when needed. For example, some pupils may need short learning breaks to help them stay calm and focused. Staff understand these needs and respond in a considered way. They also know that simple adjustments can make a positive difference. For example, some pupils use visual pictures and symbols to help them understand what will happen next. Effective staff training helps all adults develop a secure understanding and support pupils appropriately.

p.3

Inclusion Expected standard

Leaders work closely with external professionals to make sure pupils receive the most effective care and provision. Leaders check the impact of this work. For example, leaders check the progress each child makes towards any targets they have. This shows that leaders have effective oversight of inclusion.

p.3

Inclusion Expected standard

Pupils who receive pupil premium funding get extra individual teaching when they need help to keep up. Leaders also make sure these pupils have access to enhanced creative and cultural experiences. For example, pupils learn to play a musical instrument. This gives them opportunities they may not otherwise have.

p.3

Personal development and wellbeing Expected standard

Pupils learn a well-planned personal development programme. In keeping safe online, older pupils learn about how fake news spreads. Younger pupils show that they can take turns and work well with others. Pupils grow in confidence as they get older.

p.3

Personal development and wellbeing Expected standard

Pupils learn about our diverse world through different cultural events. They develop empathy for others. Staff use a range of books and stories, including some about displaced people, to help pupils build understanding. Older pupils explain why equality matters. One pupil said, and others agreed, 'All pupils are treated equally at our school. We are all just friends!'

p.3

Personal development and wellbeing Expected standard

Older pupils understand fundamental British values, such as tolerance, respect and democracy. They enjoy voting with their voice. Younger pupils learn about people who help us in the community, such as nurses.

p.3

Personal development and wellbeing Expected standard

Pupils understand what is right and wrong and confidently share their opinions. Pupils talk about issues such as bullying and racism. They also express caring views about the

p.3

Needs attention

environment and the need to protect animals. Younger pupils show that they care for their surroundings by tidying up and using resources carefully.

p.4

Needs attention

Pupils learn an age-appropriate relationships and health education curriculum. They can talk about healthy and unhealthy relationships. They also learn about changes that happen to them as they get older.

p.4

Needs attention

Pupils take part in clubs and trips that go beyond the academic curriculum. These include creative events. Leaders plan these carefully to match any gaps in pupils' knowledge. They make sure all pupils can take part, especially those who may be more vulnerable.

p.4

Curriculum and teaching Needs attention

There are inconsistencies in the way staff teach the curriculum. Not all teachers use the school's approaches with the same level of effectiveness. In some subjects, and in some year groups, pupils do not learn what they should. This leads to gaps in their learning. Leaders recognise this and are addressing gaps with additional catch up support. There have been changes in the staff team that have impacted the pace of leaders' actions.

p.4

Curriculum and teaching Needs attention

Teachers ensure that pupils typically learn the basic knowledge they need for their next stages in reading and mathematics. However, in writing, teachers do not consistently identify and correct pupils' misconceptions. For example, some pupils do not use capital letters correctly. Generally, teaching enables pupils to secure the basics of spelling and other grammar skills, such as joining ideas in a sentence. However, this progress takes longer where misconceptions are not promptly addressed.

p.4

Curriculum and teaching Needs attention

The school has developed their wider curriculum over time. It is broad and balanced. The key knowledge and vocabulary that pupils need to know are made clear to staff.

p.4

Leadership and governance Needs attention

Governors do not question leaders' actions with enough rigour. They do not probe enough on pupils’ outcomes to make sure they understand the reasons for any weaknesses. Furthermore, governors do not challenge leaders' actions as well as they should. At present, the work on improving curriculum and teaching is slower across some areas of the school. This means that pupils' outcomes are not as high as they could be. In other areas of school improvement, leaders' checks and actions have had a positive impact, including a robust safeguarding culture.

p.4

Leadership and governance Needs attention

Standards in some areas of teaching are not high enough. For example, pupils struggle with basic handwriting, and teachers do not always correct mistakes. This slows pupils’ progress because they do not secure the basic skills they need for their learning moving forward.

p.4

Leadership and governance Needs attention

Most staff feel that leaders provide helpful training that develops their skills. This shows in the support they give to pupils with special educational needs and/or disabilities, who are generally well supported and able to learn. Staff also appreciate that leaders consider their wellbeing. Additionally, leaders try to reduce staff workload whenever they can.

p.4

Leadership and governance Needs attention

Parents are very positive about the care and support their children receive. They say staff know their children well and help them feel safe and happy in school.

p.5