Potten End CofE Primary School

Potten End CofE Primary School

Address: Church Road, Potten End, Berkhamsted, Hertfordshire, HP4 2QY Unique reference number (URN): 117414

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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

Pupils develop secure knowledge across their subjects. They make connections between current and earlier learning. The school's new curriculum for writing is having a positive impact on pupils' achievement. Pupils write confidently across the curriculum for different audiences and purposes. Pupils in key stage 1 attain highly in their phonics screening check. They are well prepared for the demands of key stage 2.

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Achievement Expected standard

By the end of Year 6 pupils achieve broadly in line with national averages in national tests and assessments. The small cohort of disadvantaged pupils typically also have special educational needs and/or disabilities (SEND). Overall, pupils with SEND make appropriate progress from their starting points. Pupils who achieved highly at the end of Year 2 typically attain the higher standard in line with their peers nationally by the end of Year 6. However, there has been a dip in mathematics. Leaders are addressing this through the implementation of a new mathematics curriculum.

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Attendance and behaviour Expected standard

Leaders prioritise regular attendance. They work closely with families to promote positive attendance habits. This starts in the early years where parents and carers form highly positive relationships with staff. Most pupils attend school regularly. Where pupils' attendance dips, leaders look at how they can help families. Leaders act quickly and effectively. Disadvantaged pupils' attendance is improving. This is having a positive impact on their achievement. Pupils with special educational needs and/or disabilities get the support they need to attend well.

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Attendance and behaviour Expected standard

The school is a calm place where pupils treat each other with mutual respect. Incidents of bullying are few and far between. Pupils know that positive relationships centre on kindness. Additionally, they know that discrimination is not acceptable. There are few incidents of this nature. Staff implement the school's behaviour policy consistently. They make sure each individual is listened to and understood. Where pupils do not quite reach the school's expectations, staff ensure that pupils learn from their mistakes. Pupils enjoy learning and engage enthusiastically. Typically, lessons are focused and productive.

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Curriculum and teaching Expected standard

Leaders make sensible decisions to strengthen the quality of education that pupils receive. The refinement of the curriculum for mathematics is having a positive impact on pupils' learning. Pupils are secure in their number facts and can apply them promptly. Staff deliver the school's phonics programme with precision. They ensure that pupils read books that match the sounds they know, so that they develop their phonics knowledge. Pupils learn quickly how to read.

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Curriculum and teaching Expected standard

Teachers have a secure grounding in their subject knowledge. This helps them to readily identify misconceptions when they occur and address them. They check pupils' understanding carefully before they move them on to more complex topics. Most of the time teachers use a variety of strategies to help pupils understand a concept. For example, they may show them a stepped approach of how to solve a problem or use specific resources that help pupils visualise what to do. However, on occasion, they may not use the strategies they have at their disposal to adapt learning for pupils. When this occurs, pupils do not understand and struggle to complete a task. That said, teachers typically follow the specific strategies that are in pupils' support plans. For example, they provide movement breaks for those pupils with special educational needs and/or disabilities that need them.

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Early years Expected standard

Leaders have put in place an appropriate early years curriculum. Learning is well sequenced and builds upon children's starting points. Children achieve the foundations that they need for their learning in Year 1. They develop the knowledge, skills and attributes for their age.

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Early years Expected standard

There is a sharp focus on developing children's communication and language. Staff listen closely to children during their interactions. They correct and model language pertinently so that children learn language accurately. Staff encourage children to explore and develop curiosity in their learning. They use the outdoor area well for this. Due to staff's clear explanations, children learn quickly to follow instructions. This includes how to fetch and carry equipment for their different tasks.

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Early years Expected standard

Staff set behaviour expectations and routines from the start. Children were excited, for instance, to put the toys in the right places as part of their tidying up routine. Children enjoy warm relationships with staff. Staff support those children that need extra help in a calm and nurturing way. They teach children how to manage risks such as when they play outdoors. Staff actively promote children's personal development. They encourage children to make healthy choices when eating, for instance.

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Inclusion Expected standard

Staff know pupils very well. Staff identify any barriers to learning. They note when pupils' circumstances may change. Leaders review provision regularly to check that it meets pupils' needs. Pupils with special educational needs and/or disabilities (SEND) who have education, health and care plans, for example, benefit from bespoke curriculums that are appropriate for their needs. Pupils with SEND have resources, such as the retreat, to receive targeted tuition. This supports pupils to learn and access the classroom alongside their peers. However, leaders do not look sufficiently closely at the impact of strategies they use for pupils who they are keeping a close eye on. This means that sometimes additional help may go on longer than it needs to or is not targeted sufficiently.

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Inclusion Expected standard

Leaders engage well with external agencies to support pupils with social, emotional and mental health needs. They make sure that pupils who are known to social care get the support they need.

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Inclusion Expected standard

There is a clear pupil premium strategy that all staff understand. Staff know who their 'spotlight' pupils are. They make sure that they follow the school's approaches, such as checking in with pupils so they attend school regularly. The careful use of additional funding is removing barriers to success. Disadvantaged pupils are improving their knowledge and understanding of the basics.

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Leadership and governance Expected standard

Leaders have responded well to a changing pupil demographic. They look closely at the curriculum to ensure that pupils, whatever their background or need, secure the basic, important, knowledge that they need to be successful. This is in tandem with ensuring the school's ethos and values remain at the forefront of decision-making. They rightly prioritise pupils' attendance. Their work in this area is having a positive impact.

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Leadership and governance Expected standard

Leaders at all levels are confident in their knowledge of the school. They know what is working well and what further work they need to do to make certain areas better. This includes raising attainment for disadvantaged pupils. Leaders collect a range of information to inform them about how well provision provides for its pupils. However, there are occasions when they do not analyse astutely the effectiveness of strategies to inform future actions. When this happens, school improvement is not as impactful.

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Leadership and governance Expected standard

There is a well-established professional development programme for staff. It builds staff 's expertise and links to the school's improvement priorities. Leaders are mindful of the demands they place on staff. For instance, the renewed feedback policy helps staff's workload.

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Leadership and governance Expected standard

Governors fulfil their statutory duties and provide appropriate challenge and support. They monitor the school's work effectively. They keep a close eye on developments in education nationally. They make sure that they receive up-to-date training to inform their monitoring, such as with safeguarding.

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Personal development and wellbeing Expected standard

The personal development programme helps fulfil leaders' vision for pupils to 'grow and flourish'. The programme is coherently designed. This is so that pupils learn important life lessons. This includes, for instance, how to manage being safe online. The personal, social and health education curriculum introduces pupils to a wide range of topics. Staff help pupils connect what they learn to what they see happening in the world today. For example, Year 6 pupils spoke engagingly about flash flooding and climate change. The relationships and health education programme meets statutory requirements. Pupils learn about healthy relationships, consent and how physiological change affects them. Younger pupils talk knowledgably about what makes them a good friend.

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Personal development and wellbeing Expected standard

Leaders consider carefully the wider development of pupils. They ensure the school's Christian ethos weaves throughout school life, while also celebrating other religions, cultures and traditions. Pupils understand and demonstrate fundamental British values, such as voting for leaders. They are proud to take on roles of responsibility in school such as play or sports leaders. Older pupils enjoy reading to the children in Reception. Pupils are keen to take part in fundraising for charity and to represent their school. For example, they take part in a range of district sporting competitions. The extracurricular offer is extensive. Leaders leave no stone unturned to provide pupils with opportunities that deepen their learning and broaden their horizons. This includes financial assistance where they can for disadvantaged pupils. This ensures disadvantaged pupils can access the wider offer. Pupils speak positively about the many clubs, visits and

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Personal development and wellbeing Expected standard

experiences on offer. For example, the recent BMX demonstration helped pupils understand the importance of perseverance.

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Personal development and wellbeing Expected standard

There is a tangible nurturing ethos. Pupils receive sensitive and caring pastoral support. Pupils know their trusted adults. They feel comfortable reporting any worries and concerns that they have. Staff run helpful programmes, such as drawing and talking, to help pupils manage their emotions.

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

Pupils develop into well-rounded individuals. Children in the early years soon learn the routines and values that underpin the ‘Potten End way’. They tidy up and make sure equipment goes back to its rightful place. Pupils learn and demonstrate the school’s values of respect, friendship and perseverance. They understand and value difference. Pupils are keen to work hard and to learn.

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

Pupils achieve well throughout their time at school. They are curious learners and want to know how things work. In a recent history lesson, for example, Year 5 pupils enjoyed hypothesising how to use Viking artefacts. They had a variety of interesting ideas. Pupils feel comfortable to ask staff questions. If they do not understand when they are in lessons they make sure to ask. Pupils who need extra help receive effective support from staff.

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

Pupils behave well. They know the school’s expectations. They like and respect staff. When a pupil does not get their behaviour quite right, they listen to staff and correct it. Older pupils are positive role models for younger. They make sure younger pupils do not feel left out in discussion, that they hear their voices amongst the many. Pupils understand how hurtful bullying can be. They report promptly any unkind behaviour. Pupils feel safe when at school.

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

There is a plethora of extracurricular activities for pupils. Year 6 pupils enjoy the wide range of leadership opportunities they have. This includes being an eco councillor or sports leader. Pupils champion each others’ achievements. They are proud to represent their school at sporting competitions and when they are in the local community. Most pupils enjoy school. They attend well and make the most of the opportunities they have.

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Next steps

Leaders should improve the precision with which they use information to target, address and support pupils’ achievement and next steps. Leaders should ensure that teachers routinely adapt the curriculum in a timely and successful way so that pupils, including those with special educational needs and/or

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Team inspectors:

Nerrissa Bear, His Majesty's Inspector Georgina Nutton, Ofsted Inspector

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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 9 September 2026

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School and pupil context

disabilities and those who are disadvantaged, further improve their progress through the curriculum. Leaders should continue their work to further raise the attainment of those pupils with high prior attainment.

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About this inspection

The co-chairs of the board of governors in this school are Rob Dale and Emma Harris.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with representatives of the governing body, including the acting chair. They met with senior leaders, staff and pupils. Inspectors also spoke to the school's effectiveness advisor from the local authority.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

This 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 January 2024.

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About this inspection

The school currently uses no alternative provision.

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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 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. National average: 4.1%

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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) 59% 62% Close to average

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national average

2023/24 (final) 60% 61% Close to average

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national average

2022/23 (final) 66% 60% 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 (final) 74% 75% Close to average

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average

2023/24 (final) 70% 74% Close to average

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average

2022/23 (final) 76% 73% 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 (final) 70% 72% Close to average

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average

2022/23 (final) 72% 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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average

2024/25 (final) 81% 74% Close to average

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average

2023/24 (final) 70% 73% Close to average

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average

2022/23 (final) 72% 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

2022/23 (final) 43% 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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national average

2022/23 (final) 57% 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 (final) 57% 59% 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 (final) 57% 61% Close to average

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average

2022/23 (final) 57% 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 (3 term) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 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 (3 term) 14.0% 13.0% Close to average

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national average

2023/24 (3 term) 14.3% 14.6% Close to average

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national average

2022/23 (3 term) 19.9% 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.

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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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