De Havilland Primary School

What Ofsted said

From the inspection on 19 September 2023

This is a happy school. Pupils appreciate the rich learning experiences they get here. They are proud to belong to the 'De Hav' community. Pupils say it is a safe place where the adults look after them well. The school has high expectations of pupils. Achievement is valued, and pupils work hard in lessons. The school's 'Building Futures' programme inspires pupils to consider their future lives and jobs. They are encouraged to aim high. There are clear routines for behaviour. Pupils from the early years to Year 6 know these and behave well. Pupils who struggle to meet the school's expectations get the additional help they need. As a result, classrooms are calm, and there is a positive, purposeful atmosphere around the school. The school is highly inclusive. Many different languages and cultures are represented here. Pupils celebrate difference. They understand that everyone should be treated with respect. Pupils who arrive at the school from other countries are welcomed and are quickly integrated thanks to the targeted support they receive. Pupils value the range of opportunities to broaden their horizons and extend their interests. This is enhanced through a carefully thought out programme of trips, visits and extra-curricular clubs.

What the school should improve

• In a few subjects, the curriculum is in the early stages of development. In these subjects, the content pupils learn does not always build on their prior knowledge. This means pupils do not always have the knowledge or skills they need to access future learning. The school must ensure that the curriculum in these subjects precisely identifies the important knowledge pupils need to learn and the order in which they need to learn it. Leaders must also ensure that all staff are well trained in teaching this curriculum so that pupils better secure their understanding of important knowledge.
• There are some inconsistencies in the way staff support some pupils in the early stages of reading. Opportunities are occasionally missed for these pupils to practise new or known sounds. There are also times where pupils' misconceptions are not always dealt with effectively. This means that some pupils do not become fluent readers as quickly as they should. The school should ensure that pupils are provided with sufficient opportunities to practise reading new and known sounds. Leaders should also ensure that all staff know how to identify and address misconceptions pupils have.

Read the full Ofsted report (opens in a new tab)