Welwyn Garden City primary school receives positive Ofsted report
PUBLISHED: 13:48 27 June 2017 | UPDATED: 14:42 28 June 2017
Danny Loo Photography 2017
A Welwyn Garden City school received a positive grading following its latest Ofsted inspection.
Swallow Dell Primary and Nursery School was graded ‘good’ for all key categories, including effectiveness of leadership, teaching quality, personal development, pupil outcomes and early years provision.
The report was published on Friday, June 23, following an assessment on May 23.
Inspectors said: “School leaders, staff and governors share a strong determination to see the school continue to improve. They know the pupils well and want the best for them.
“Swallow Dell is an inclusive school. Each pupil is seen as unique. Staff analyse any and all barriers that hinder pupils’ development.
“They work closely with families and outside agencies to enable pupils to thrive. The school culture encourages and celebrates effort and ‘doing the right thing’. Pupils’ contributions to the school community are encouraged and recognised.
“School leaders’ accurate analysis of the school’s strengths and areas for improvement enables them to channel energy in the right direction.”
Swallow Dell, which has 436 pupils and is based in Blackthorn Road, was also judged to have effective governance and safeguarding arrangements.
Teaching quality was another area that attracted praise, with inspectors noting that according to the school’s survey, nine in every 10 parents agreed that their child was taught well.
They added: “Staff take every opportunity to develop children’s understanding, for example of phonics. They know when to step in and help, and when to step back and give children time to try to figure things out for themselves.
“Staff form an effective team. They know and understand their roles and the systems and procedures they are to use, including those for safeguarding.”
However, the school missed out on an ‘outstanding’ grade because inspectors felt teachers needed to ensure the most able pupils were challenged.
Other areas highlighted for improvement were ensuring pupils’ writing skills were improved – particularly through clear feedback – and always seeking to improve punctuality and attendance of pupils who are regularly absent.