Schools & FE · Report card

Danegrove Primary SchoolOfsted report card, 9 Sept 2026

Inspected 9 Sept 2026 · URN 101314

Ofsted inspected Danegrove Primary School on 9 Sept 2026, led by Eleanor Ross. This is a report card inspection; the lowest area grade was Expected standard. Source: Ofsted (Open Government Licence v3).

Summary

Report card, graded by area · lowest ExpectedSafeguarding met

Eleanor Ross (lead), Allan McLean, David Worrall, Sarah Saunders

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
9 Sept 2026
Inspectors verified
Allan McLean, David Worrall, Eleanor Ross, Sarah Saunders
Postcode verified
EN4 8UD
Name on report verified
Danegrove Primary School
Safeguarding verified
Met
URN verified
101314

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 teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

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

+56Positivemore positive than 10% of report cards whose lowest area grade is Expected standard

StrongExpectedNeeds attentionUrgent improvement

Reads more critically than most report cards whose lowest area grade is Expected standard.

Markers show where typical reports of each grade sit.

Praiseeffectiveenjoywell preparedconfidentlyexceptionaleffectivelyfeel safesuccessfully

Criticismconcernsnot consistentlypersistent absenceweakerstrugglevariablemissedgaps

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

Findings1548w+55
Leadership251w+86
Safeguarding51w−11
What needs to improve94w0

Strengths

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Concerns

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No strong criticism found.

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.

Anatomy of the report

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

Pages: 15
Words of findings: 1,944; about usual (typical 1851)
Reading level: Fairly hard; Flesch 50, typical 44
Average sentence: 13 words
Next steps: 4; typical 2
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 3%About the inspection 33%

Full report text

Danegrove Primary School

Address: Windsor Drive, East Barnet, Barnet, Hertfordshire, EN4 8UD Unique reference number (URN): 101314

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

On the whole, pupils achieve well and gain the knowledge and skills they need to be well prepared for their next stage of education. Most pupils can talk confidently about their work and can typically recall key knowledge from previous learning. Their work is of a good quality. Pupils with additional needs are generally well supported to access learning and make progress across the curriculum. Children in the early years are typically prepared with the foundational knowledge they need as they enter Year 1.

p.2

Achievement Expected standard

Pupils' attainment in national tests at the end of key stage 2 in reading, writing and mathematics is close to the national averages. Pupils learn their phonics knowledge accurately. They read with increasing fluency and develop their reading comprehension securely over time. Results in times tables tests in Year 4 are below average. Leaders are implementing different programmes across the school to improve pupils’ mathematics skills.

p.2

Attendance and behaviour Expected standard

Leaders have made attendance a high priority, and recent evidence indicates improvement. Overall attendance is rising to close to national levels. Leaders monitor attendance closely. They have put in place a range of strategies that are successfully improving attendance. This includes rewards for regular attendance and help for the families of pupils who struggle to attend regularly. Persistent absence is affected by a smaller number of pupils who have exceptional barriers to being in school. Staff continue to reach out to offer support and incentives to these pupils and their families.

p.2

Attendance and behaviour Expected standard

Pupils generally behave sensibly and calmly in lessons and around the school. In lessons, they are attentive to learning, showing respect for staff and other pupils. In this way, pupils work collaboratively and are polite to adults and to each other. Staff have received effective training to manage the behaviour of pupils with complex needs better. This includes using strategies, such as visual or verbal prompts, to help pupils feel calmer.

p.2

Attendance and behaviour Expected standard

Bullying was a concern for a small number of parents. Pupils did not generally share that concern. They typically agreed that staff would deal with any issues. Some pupils want more consistent support to help them navigate behaviour during social time in the playground.

p.2

Curriculum and teaching Expected standard

Leaders have designed a coherent, well-ordered curriculum. It typically builds pupils’ learning securely over time. Leaders prioritise pupils' basic knowledge in reading, writing and mathematics. This is helping pupils to develop these essential skills with increasing confidence.

p.2

Curriculum and teaching Expected standard

Reading is taught well. Leaders also ensure that a love of reading is also fostered. Pupils talk enthusiastically about the different books they enjoy. Staff also focus on key skills for writing. These include letter formation, handwriting and spelling. To improve mathematics, the school has begun tackling weaker results in the Year 4 multiplication check. These improvements are at an early stage of development and need more time to embed.

p.2

Curriculum and teaching Expected standard

The curriculum is taught effectively. Teachers generally present information clearly and offer useful resources to enhance learning. At times, staff do not consistently identify pupils’ mistakes and correct them. Staff generally provide effective support for pupils who need additional help with their learning. This includes for pupils with special educational needs and/or disabilities.

p.3

Curriculum and teaching Expected standard

In some lessons, the resources used were less effective. Sometimes, pupils did not receive the support they needed to assist or to extend their learning. Leaders recognise that more work is needed to ensure that effective teaching is consistent throughout the curriculum.

p.3

Early years Expected standard

The school provides a comprehensive and carefully planned curriculum in the early years. Leaders know children well and have recently set up a specialist classroom for children with higher levels of need. They make sure that children with additional needs get the support they require. This helps them fully join in all the activities. Staff carefully consider and support children’s wellbeing at every opportunity.

p.3

Early years Expected standard

Children play together harmoniously. The environment is well planned to stimulate curiosity and independent exploration. All areas of learning are available and easy to access across both indoor and outdoor spaces. Children are very motivated and can stay deeply interested and focused in the activities. They explore confidently and can talk about what they are doing.

p.3

Early years Expected standard

Adult interactions with the children are variable. Some staff engage in rich conversations, drawing out the children’s thoughts and ideas. They expand the children’s learning and vocabulary. In some instances, opportunities to actively extend and enrich children’s vocabulary are missed by some staff.

p.3

Early years Expected standard

Overall, the children typically make clear progress from their starting points. Achievement is above the national average by the time children leave early years. They move into Year 1 well prepared for teaching and learning in the rest of the school.

p.3

Inclusion Expected standard

Leaders identify pupils’ additional needs promptly. This includes the needs of pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders make sure pupils and families are involved from the very start.

p.3

Inclusion Expected standard

Leaders use expert advice from local services. This includes speech and language teams, autism specialists and occupational therapists. Leaders provide staff with effective ongoing training, for example learning to address sensory needs and use strategies to handle complex and challenging behaviours safely.

p.3

Inclusion Expected standard

A provision set within specialist classrooms provides support for pupils with higher levels of needs. Staff in these classrooms typically understand pupils' needs well. They plan effectively to support their learning. Sometimes, these plans are not used consistently to support pupils’ learning. This means that the pupils’ progress in achieving their goals can vary.

p.3

Inclusion Expected standard

Leaders monitor pupils’ progress regularly and adjust provision where needed. Adaptations made to lessons are mostly effective. They help pupils learn the intended curriculum well. Leaders understand that training needs to continue. This will ensure lesson adaptations happen consistently for all learners.

p.4

Inclusion Expected standard

Leaders ensure that additional funding to support disadvantaged pupils is used effectively. They regularly evaluate the difference it makes. As a result, disadvantaged pupils participate in all areas of school life and are generally supported to achieve in line with their peers nationally.

p.4