Puller Memorial, Church of England, Voluntary Aided Primary School

Aided Primary School

Address: High Cross, Ware, Hertfordshire, SG11 1AZ Unique reference number (URN): 117453

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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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Attendance and behaviour Expected standard

Most pupils, including those with special educational needs and disadvantaged pupils, attend school regularly. Leaders’ high expectations mean that overall attendance continues to improve. They work closely with families and provide targeted effective support. Pupils enjoy school. Their sense of belonging in the Puller community means that they want to attend.

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Attendance and behaviour Expected standard

Pupils feel safe and supported in the school's calm and caring environment. They are polite and kind to each other and to adults. Typically, they show positive attitudes to learning. Pupils understand and generally follow the school routines. They are regularly encouraged to reflect on how their behaviour impacts on others. Those who struggle to meet the behaviour expectations receive well-considered help. This includes personalised behaviour improvement plans and therapeutic support.

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Attendance and behaviour Expected standard

Across the school, pupils socialise and play well together. Bullying is rare. If there is any unkindness, adults deal with it quickly. Pupils understand some of their peers may need different support to behave well. They know that this is ‘fair’ and try to support their classmates when they can.

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Curriculum and teaching Expected standard

Pupils benefit from the school's broad curriculum. Staff teach the key knowledge and skills that pupils need to learn in a logical order. Teachers have appropriate secure subject knowledge and present information clearly. They receive ongoing professional development. In this small school, teachers know their pupils extremely well. They apply this knowledge in the way individual pupils receive support and adaptations.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They act quickly on areas that need improvement. For example, through the whole school approach to improve pupils' writing. However, some improvements are in the early stages of implementation. This includes how well teachers check what pupils know and remember and how they then use that information. Phonics is usually well taught through established routines. Leaders’ actions continue to promote a love of reading across the school.

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Inclusion Expected standard

Leaders and governors are ambitious for all pupils. Pupils with special educational needs and/or disabilities (SEND), and others who are disadvantaged, settle well into this inclusive community. Pupils' needs are identified quickly when they join the school. Leaders work closely with external agencies to ensure they receive specialist support when needed. Information about pupils’ needs is shared systematically with class teachers. Additional guidance supports staff when they need it. Pupils benefit from suitable adjustments and adaptations to access the curriculum. For example, they benefit from using writing slopes and sensory equipment. Generally, pupils with SEND learn successfully alongside their peers. Leaders check whether curriculum adjustments have a positive impact. They conduct regular reviews which include information from pupils and their parents and carers. Staff know pupils well and their learning and wellbeing needs. Pupils with identified needs

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Inclusion Expected standard

generally achieve well, including in the way they develop their confidence and readiness to learn. Leaders commit to a successful partnership approach. This is appreciated by parents as shown in the positive feedback they provide.

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Inclusion Expected standard

Leaders ensure that the use of any additional funding benefits pupils through the provision of suitable help and support. These interventions support pupils with their attendance, participation in learning and engagement in the range of opportunities that the school offers.

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Leadership and governance Expected standard

Leaders and governors have a shared, clear and ambitious vision for all pupils to achieve their potential. They have acted quickly to bring about improvements, following a period of instability. They know what is working well and what needs to change in terms of improving pupils' learning and outcomes. Leaders ensure that they focus on the key areas that make the most difference to pupils’ learning in reading, writing and mathematics. Leaders are managing the instability and changes leading to children’s variable experiences in the early years. Improvement actions are in progress, but these are at an early stage.

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Leadership and governance Expected standard

Governors are a knowledgeable and experienced team who know the school well. They support and challenge school leaders appropriately. Regular training ensures that governors understand their safeguarding responsibilities. They check routinely that children are happy and safe in school. Staff benefit from professional training, such as in the teaching of phonics and reading. They enjoy working at the school and take pride in being part of the school team. Leaders support staff with their workload and wellbeing. Most parents are highly positive about the school’s work. They value the care and support offered. Many speak appreciatively of the inclusive, warm and welcoming school community.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils’ personal development is a priority. Pupils develop character, confidence and resilience. They are prepared for their next stage in education. Older pupils look forward to new challenges when they leave at the end of Year 6.

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Personal development and wellbeing Expected standard

Pupils, including the most vulnerable, benefit from curriculum enrichment opportunities. These include activities such as outdoor learning in forest school and lunchtime challenges. Pupils enjoy the charity challenges, including ‘dance for diabetes’. Music and sport play a key part in developing pupils’ confidence. Pupils perform skilfully in the local church. Their joyful singing is a regular feature in school life. All pupils learn to play a musical instrument. They play enthusiastically in the school band. Pupils appreciate educational visits and the residential in Year 6.

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Personal development and wellbeing Expected standard

Pupils feel happy, safe and included in the school community. Wellbeing support is on hand when needed. Relationships are mutually respectful and pupils are keen to do well. They understand the importance of tolerance and they appreciate difference. They learn to appreciate diversity through their interactions with the story, ‘The Barnabus Project’. Pupils know that everyone deserves to be accepted, regardless of difference. In the early years,

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Needs attention

children learn to take turns and to share. Pupils are kind to each other and welcome new pupils to the school.

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Needs attention

Pupils learn about a range of religions. They speak respectfully about others with different beliefs. Pupils know about the fundamental British values. They understand the importance of being fair and how the school treats everyone. Pupils contribute to the school community through their leadership roles, including as part of the school council.

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Needs attention

The school's personal, social and health education curriculum prepares pupils well for their next steps. Pupils learn about staying safe in school and out in the community. They understand safe use of electronic devices and when using the internet. Pupils know what to do if they are worried. They speak confidently about wellbeing, healthy eating and respectful relationships.

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Achievement Needs attention

The school has small cohorts of pupils. This means that comparison with national benchmarks is not always helpful or reliable. However, pupils do not achieve as well as they should. At the end of key stage 2, outcomes for pupils, including those who are disadvantaged, show some improvement but not across all subjects. This means that some pupils are not as prepared for their next educational steps as they should be. In the early years, children do not achieve as well as they should.

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Achievement Needs attention

Leaders' work to improve the teaching of early reading has improved pupils' attainment in the Year 1 phonics screening check. Pupils with special educational needs and/or disabilities are supported effectively with their learning. This gives them the confidence to engage positively with their learning. Generally, they achieve well from their different starting points.

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Early years Needs attention

The early years curriculum is designed to build children's learning progressively over time. However, some inconsistency in staffing has resulted in variability in the way it is delivered and a lack of consistency in routines. Teaching staff do not ensure that activities have a clear purpose and that the set activities benefit children's learning. This means that children do not always acquire the knowledge and skills that they need to be ready for Year 1. Sometimes, children's misconceptions and gaps in their learning are not identified and addressed well enough.

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Early years Needs attention

Children in early years are well cared for. They are happy and safe. Children benefit from staff's focus on supporting them with their reading. Phonics is generally taught well. Children enjoy the stories that they share with their teachers. Leaders and teaching staff build positive relationships with parents and carers. Children are well cared for and their needs and vulnerabilities identified quickly.

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

Pupils are proud of their school. The school values align closely with its ethos. These values are central to the positive relationships which exist across the school. Pupils have a clear sense of belonging, knowing they are valued and recognised members of the community. Most pupils attend regularly, behave well and try hard. Relationships across the school are positive. Older pupils look out for their younger peers. They get on well together during play and learning times. The school’s caring and positive relationships result in a typically calm learning environment. Pupils do not worry about bullying. They know that staff will help them if they have any worries. Pupils feel safe and well supported.

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

Pupils enjoy the wider opportunities on offer in school. Everyone gets the chance to take part. Pupils enjoy activities, such as learning to play a musical instrument, performing in the school band and singing proudly in the local church. They benefit from visits which complement their learning. Pupils especially appreciated their visit to the British Museum linked to their history learning about Ancient Egypt. Residential experiences build older pupils’ confidence and independence as they prepare to move to secondary school. The school council gathers and represent the views of their peers. Pupils understand the importance of showing kindness and respect. They speak confidently about democracy and the principles of fairness. They know that being fair does not necessarily mean that everyone is treated equally. Pupils explain how sometimes adjustments are made because different people have differing needs.

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

Over time, pupils' achievement in national tests is variable. This means that some pupils are not prepared well for the next stage in their education. Leaders are taking appropriate steps to improve the quality and consistency of teaching, including in the school's early years.

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Next steps

Leaders should continue to embed improvements to the curriculum and teaching, so that pupils make progress and achieve well across the curriculum. Leaders should ensure that teachers check how well pupils learn and adjust the curriculum and their teaching in response. Leaders should ensure that activities in the early years have a clear purpose and that staff support children appropriately with their learning. Leaders should ensure that the routines and experiences in early years prepare children for their transition into Year 1.

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About this inspection

At the time of the inspection, the chair of the board of governors in this school was Charlotte Lipscomb.

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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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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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What does this mean?

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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What does this mean?

Inspectors spoke with pupils, leaders, staff, a representative of the local authority and governors, including the current chair of governors and the chair of governors designate.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school is registered as having a Church of England religious character. It is in the Diocese of St Albans. Its last section 48 inspection was in July 2019.

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What does this mean?

The school does not currently use any alternative provision.

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What does this mean?

The headteacher took up post in September 2020 to lead the federation with Albury Primary School. The schools formally federated in February 2021.

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What does this mean?

The federation will be dissolved when Albury Primary School closes at the end of August 2026.

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What does this mean?

Headteacher: Amanda Hopwood 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 6 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 needs support 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 (final) 56% 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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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 (final) 67% 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 (final) 78% 74% Close to average

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average

2022/23 (final) 71% 73% Close to 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

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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Persistent absence

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

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national average

2024/25 (3 term) 14.0% 13.0% 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

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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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