Harefield Primary School

What Ofsted said

From the inspection on 26 March 2024

Pupils are happy to come to school. The school is at the centre of the community, meaning that many pupils often know each other well. They also know the importance of helping each other, as well as looking after their own well-being. Most pupils respond positively to the school's renewed attention to ensuring high expectations of behaviour and learning. Pupils understand the clear instructions they are given about conduct, such as 'walking well'. This is helping them to focus on showing respect to one another. However, all too often, learning in classrooms and across the school can be interrupted by poor behaviour. This means that many pupils are not gaining the knowledge and skills they need to be ready for the next stage of their education. Pupils are supported by staff who understand them well. Pupils know whom to talk to should they have concerns, and know who will help them. Pupils with the most complex special educational needs and/or disabilities (SEND) receive compassionate help from staff who want the very best for them. Pupils' growing interest and excitement about their education are supported by their developing love of reading. Pupils keenly talk about what they learn in school and in lessons. They particularly value the guidance they receive about actions they can take to stay safe.

What the school should improve

• Pupils do not achieve as well as they should. This means that they do not have the knowledge and skills needed for the next stages of their education. The school must continue its recently improved focus on implementing an effective curriculum delivered through consistent pedagogy. This is to enable pupils to achieve as well as possible.
• Staff do not consistently ensure that pupils demonstrate positive behaviour and attitudes to their education. This means that learning time is lost because of some disruptive behaviour. Additionally, pupils do not get the help they need to focus and settle to work as quickly as they should. The school must ensure that behaviour expectations and processes are consistently applied. This includes specific support for those pupils who find managing their behaviour more difficult.
• The early years curriculum is not ambitious enough to give children the knowledge and skills they need to be ready for key stage 1. In addition, the learning environment and activity choices are not sufficiently well considered. The school must strengthen the plans for improvement so that children make a strong start to their education.

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