Great Gaddesden Church of England Primary School

What Ofsted said

From the inspection on 13 January 2026

Pupils enjoy their time at this small, friendly school. They attend regularly with happy smiles and enthusiasm for the day ahead. Whether they join the school from the start of the early years or later on, they settle quickly through the nurturing care of school staff. In many subjects, including English and mathematics, pupils build their knowledge securely. This starts in the early years where pupils swiftly learn to read. Across the last three years, in national tests in reading and mathematics at the end of key stage 2, pupils, including those who are disadvantaged, have achieved above the national average. Pupils are eager to do well. They develop the confidence and resilience to keep trying even when learning is tricky. They happily help each other and share ideas in lessons. Through the curriculum and wider experiences, pupils learn about the world beyond their village. This helps them to be ready to play their part as active, well-informed citizens in modern Britain. Pupils with special educational needs and/or disabilities (SEND) get the right help. Typically, pupils with SEND get the extra practice they need and/or encouragement from staff, for example through effective adaptations, that help them to understand new ideas. As a result, pupils with SEND learn well, alongside their peers. Older pupils enjoy playing an active role in the school. For example, they help the headteacher to make improvements as part of the 'change team', or act as play leaders who share out equipment and lead games at breaktimes. Relationships between staff and pupils are consistently respectful and kind. This helps pupils to feel safe. They know the adults care about them. They are confident to share any worries they have, as they know the adults will listen and try to help. Serious misbehaviour, including bullying, is very rare.

What the school should improve

• Leaders should ensure that subjects across the curriculum are consistently implemented well, including for pupils with special educational needs and/or disabilities, so that pupils make the progress of which they are capable.
• Leaders should ensure that teaching supports pupils to build consistently on their early letter formation skills to help them secure fluent, accurate and legible handwriting.

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