Andrews Lane Primary School
phone: 01992 623065
headteacher: Mrs Emma Devally
246 pupils capacity: 82% full
100 boys 50%
100 girls 50%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 534592, Northing: 203097
- GPS coordinates
- Latitude: 51.71, Longitude: -0.053375
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 29, 2010
- Region › Const. › Ward
- East of England › Broxbourne › Rosedale and Bury Green
- Urban > 10k - less sparse
- SEN priorities
- BESD - Behaviour, Emotional and Social Difficulty
- Special classes
- Has Special Classes
- Free school meals %
- 0.3 miles Goffs School EN75QW
- 0.3 miles Goffs School EN75QW (1257 pupils)
- 0.4 miles Flamstead End Junior School EN76AG
- 0.4 miles Flamstead End Infant and Nursery School EN76AG
- 0.4 miles Fairfields Primary School and Nursery EN76JG (479 pupils)
- 0.4 miles Dewhurst St Mary CofE Primary School EN89ND (189 pupils)
- 0.4 miles St Paul's Catholic Primary School EN76LR (228 pupils)
- 0.4 miles Flamstead End Primary and Nursery School EN76AG
- 0.4 miles Flamstead End School EN76AG (477 pupils)
- 0.6 miles Bonneygrove Primary School EN75ED (402 pupils)
- 0.6 miles Bonneygrove Junior School EN75ED
- 0.6 miles Bonneygrove Infants' School EN75ED
- 0.6 miles Littlebury Resource Centre EN89NQ
- 0.6 miles Littlebury Resource Centre EN89NQ
- 0.6 miles Focus School - Cheshunt Primary Campus EN89NQ (46 pupils)
- 0.7 miles Cheshunt School EN89LY (596 pupils)
- 0.7 miles Grangewood Infants' School EN89DP
- 0.8 miles Arlesdene Nursery School EN89DW (150 pupils)
- 0.8 miles Burleigh Primary School EN89DP (383 pupils)
- 0.8 miles Burleigh Junior School EN89DP
- 0.9 miles Millbrook School EN89BX (204 pupils)
- 1 mile St Mary's Church of England High School (VA) EN75FB
- 1 mile St Mary's Church of England High School (VA) EN75FB (909 pupils)
- 1.1 mile Mayfield Infants' School and Nursery EN80LU
Andrews Lane Primary School
Andrews Lane, Cheshunt, Waltham Cross, EN7 6LB
|Inspection dates||5–6 March 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Good leadership from senior leaders and |
Leaders promote pupils’ spiritual, moral, social
Pupils’ behaviour in lessons and around the school
Teachers have good subject knowledge and high
Teaching assistants provide good support for
governors has led to better teaching and higher
achievement since the last inspection. As a result,
the school is continuing to improve.
and cultural development, including their
understanding of British values, well.
is good. Pupils enjoy coming to school and they
have good attitudes to learning. These are
reflected in their good attendance and punctuality.
expectations for learning. They ask challenging
questions to probe pupils’ understanding and
extend their thinking.
learning and behaviour.
| Pupils in all year groups are making at least good |
There has been a rising trend in attainment since
The gap in attainment of disadvantaged pupils
Pupils in the Primary Support Base make
Outstanding leadership in the early years has led to
progress in reading, writing and mathematics.
the last inspection. Pupils who left Year 6 in 2014
made good progress, although standards dipped for
compared with that of their classmates and other
pupils nationally has narrowed considerably in
consistently good progress in learning and
outstanding teaching and excellent progress in that
age group. Children in the Nursery and Reception
classes are very settled, happy and secure in
| Not enough teaching is sufficiently challenging to |
Pupils are sometimes given learning tasks that
ensure pupils are making outstanding progress.
they find too hard or too easy.
| Pupils do not always know how to improve their |
Subject leaders are not checking that teachers are
using the school’s data on pupils’ progress to
improve learning across the school.
Information about this inspection
- Inspectors visited 10 lessons, including two in the Primary Support Base and two in the early years
provision, to look at the impact of teaching on pupils’ learning. They observed most lessons jointly with
- Inspectors looked at samples of pupils’ work in each year group, including that of children in the early
years. They also heard a few pupils read.
- Meetings were held with senior leaders, subject leaders, the early years leader, the special educational
needs coordinator, the leader of the Primary Support Base, four members of the governing body, a group
of eight pupils and a representative of the local authority. Informal discussions were also held with pupils.
- Inspectors took account of the views of parents. They analysed the 29 responses to Parent View (the
online questionnaire for parents) and held informal discussions with 12 parents who visited the school to
work with their children.
- Inspectors examined 23 completed questionnaires returned by staff.
- Inspectors observed the school’s work and looked at a wide range of documentation, including:
safeguarding policies and records of training; the school’s evaluation of its work; minutes of governing
body meetings; the school development plan; records of behaviour; attendance figures; information about
the progress of pupils across the school, including in the early years and in the Primary Support Base.
|Declan McCarthy, Lead inspector||Additional Inspector|
|Iris Cerny||Additional Inspector|
Information about this school
- The school is smaller than the average-sized primary school.
- High proportions of pupils come from minority ethnic backgrounds and speak English as an additional
- More pupils than in most schools join and leave the school during term time.
- The majority of pupils are eligible for the pupil premium. This is much higher than in most schools. The
pupil premium provides funding for pupils known to be eligible for free school meals and those in local
- The proportion of disabled pupils and those who have special educational needs is average.
- The school meets the government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress.
- The school includes specially resourced provision for pupils with special educational needs arising from
behavioural, emotional and social difficulties and autism. The provision is known as the Primary Support
Base, which caters for up to six pupils aged 7 to 11 years. All of these pupils have a statement of special
educational needs or an education, health and care plan. There are currently four pupils on roll.
- Staff from the resource base provide outreach support to local schools.
- Children in the Nursery class attend part-time and those in the Reception class attend full time.
- The school received an interim assessment by Ofsted in January 2013, which stated that good
performance had been sustained.
- The school hosts a privately run pre-school setting on its site, which is inspected separately.
- Since the last inspection, a new headteacher has been appointed. She took up post in September 2013. A
new deputy headteacher was appointed in January 2014 and a new leader for the Primary Support Base in
What does the school need to do to improve further?
- Make more teaching outstanding so that pupils can make rapid progress by making sure that:
teachers give pupils with different abilities learning tasks that provide the right level of challenge for
teachers’ marking gives pupils clear guidance on how to improve their learning
subject leaders rigorously check that teachers are using the information about pupils’ progress to
improve learning across the school.
|The leadership and management||are good|
- Good leadership by the new headteacher and deputy headteacher has improved the quality of teaching
and created a strong culture and ethos in which teaching and good behaviour flourish. Staff are fully
committed to continuous improvement and their morale is high.
- Links with parents are good. Nearly all parents who completed the Parent View questionnaire said they
would recommend the school to others. In discussion, parents praised the quality of teaching, the good
progress their children are making and the calm and welcoming ethos of the school.
- The weaknesses identified in the previous inspection have been successfully tackled. Improvements to the
outdoor learning area mean that children in the early years are now achieving exceptionally well. In the
rest of the school, pupils are usually given tasks that challenge them at the right level, although this is not
always the case.
- The school has an accurate view of its performance and provision. Leaders make good use of the
information from monitoring to identify sharply focused priorities for whole-school improvement.
- The leadership of teaching is good. The new senior leadership team quickly identified weaknesses in
teaching and put support strategies in place for improvement. For example, teachers took part in lesson
studies in 2014 with a focus on mathematics and on securing better progress for pupils who are supported
through the pupil premium. As a result, teaching and learning have rapidly improved.
- Leaders visit lessons each term to check on the impact of teaching on pupils’ learning. They look at pupils’
books and hold progress meeting each half term to review how well pupils are doing across the school.
Consequently, the school has an accurate view of the impact of teaching on pupils’ learning over time.
- The management of the performance of teachers and teaching assistants is good. Targets set are based
on priorities from the school development plan. They focus well on raising pupils’ achievement by
improving the quality of teaching. Targets are regularly reviewed to ensure good performance is
- The special educational needs co-ordinator provides good support for teachers and teaching assistants in
meeting the needs of disabled pupils and those who have special educational needs. Subject leaders have
liaised closely with other schools, successfully developing and implementing the new curriculum and
assessment arrangements. However, they have yet to check how well teachers are using assessment
information to improve pupils’ learning across the school.
- The leadership of the Primary Support Base is strong. It ensures high quality teaching and learning for its
pupils helps them to re-integrate successfully in mainstream classes. Staff in the base are also providing
highly valued and effective outreach support to local schools. Early years provision is exceptionally well led
- The new curriculum has a strong focus on developing reading, writing and mathematics. English and
mathematics are taught separately and termly topics are well chosen to extend pupils’ writing further.
Topics such as ‘New Life’ in the early years enable children to talk and write about themselves and others,
exploring differences in size and age between a baby and a toddler.
- Leaders are effective in making sure that pupils are prepared for life in modern Britain, for example
through the whole-school focus on the ‘Rights Respecting’ values. Pupils also celebrate different cultural
festivals in assemblies, learn about different world religions, and look at art from different civilisations,
such as ancient Mayan art. They learn how democracy works by holding elections to the school council. All
this promotes pupils’ awareness and appreciation of different cultures and religions within modern Britain,
and tolerance and respect for others.
- Staff promote pupils’ spiritual, moral, social and cultural development well with good opportunities for
reflection and the celebration of success in assemblies. For example, a Paralympian talked to pupils about
trying hard and never giving up when the odds seem stacked against them. Pupils celebrated the
successes of the athlete in overcoming obstacles and reflected on aspiring to the highest levels of
achievement in the school.
- The school works closely with families needing additional support through the local children’s centres and
by involving a range of professionals to ensure the needs of all pupils are met well. The school is
developing the role of a bilingual Family Liaison Officer to ensure better communication with the parents
of pupils who speak English as an additional language.
- Leaders promote equality of opportunity well. All pupils of different abilities are making the same good
progress. Boys and girls from different backgrounds participate equally in all the school offers. Staff
promote good relationships and tackle any form of discrimination well, as seen in the good relationships
between pupils and no recorded incidents of racial abuse.
- Leaders make good use of pupil premium funding to provide additional individual support through, for
example, small group teaching for disadvantaged pupils. Consequently, the gap between their attainment
and that of their classmates and other pupils nationally is narrowing significantly.
- Leaders make good use of the primary school physical education and sport funding to provide specialist
coaching and increase the range of sports clubs and activities available before and after school. The
impact has been a threefold increase in pupils’ participation in sports, and an increase in their levels of
fitness and well-being. The funding has also been used successfully to train staff to teach physical
education more effectively.
- The local authority has a good knowledge of the school’s work. It provides good support and challenge
through regular visits, reviews and training opportunities.
- The school rigorously promotes safeguarding and ensures that all statutory requirements are met. The
procedures to check the suitability of staff and visitors to work with children are robust. Staff are kept up-
to-date with all current policies and guidance through training in child protection and safeguarding. They
thoroughly assess any potential risk to pupils in school or when they go on trips or visits outside of school.
- The governance of the school:
Governance is good. The governing body ensures that all statutory requirements are met. Governors
have used the outcome of a skills audit to identify and strengthen important aspects of their work, such
as the use of focused visits to check the school’s work. The strong support and robust challenge they
provide to leaders help to drive improvement.
The governing body has an accurate view of the quality of teaching, which it gains from governors’
frequent visits to the school, consideration of the school’s data and the detailed reports they receive
from school leaders. They use their good knowledge of data to set clear priorities for improvement.
They also check that the decisions they make about spending additional funds lead to improvement and
ensure good value for money.
Systems for managing the performance of staff, including that of the headteacher, are robust.
Governors check that targets are linked to whole-school priorities for improvement. They promote good
teaching by ensuring it is rewarded by pay increases, while making sure that any underperformance is
Governors carry out regular checks on health and safety. They also promote safeguarding well by
making sure that all policies are regularly reviewed and updated, and that all training is up to date.
They make sure the school promotes British values and safeguards pupils against any possible form of
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. They respond well to the consistent management of their behaviour in
lessons and around the school. Parents, staff and pupils all agree that behaviour is usually good. Pupils
have many opportunities to share, take turns and work together. They do all of these things well.
- Pupils enjoy their activities and are keen to learn. Their good attitudes to learning were seen in all lessons,
the neat presentation of their work, the high uptake of lunchtime and after-school sports activities, and in
their above-average attendance and good punctuality.
- Pupils have good relationships with one another and with staff. They listen carefully and are respectful,
polite and courteous towards others. Staff provide good role models for pupils in developing their sense of
right from wrong and this contributes well to their spiritual, moral, social and cultural development.
- Pupils in the Primary Support Base make rapid progress in improving their behaviour. Staff have high
expectations and apply the systems of rewards and sanctions consistently within a nurturing environment.
As a result, pupils re-engage with learning and re-integrate successfully into mainstream classes.
- The school’s work to keep pupils safe and secure is good. The school thoroughly checks the suitability of
staff to work with children prior to their appointment.
- The close monitoring of any absences and rewards for good attendance have led to good improvement in
attendance since the last inspection. There has also been a significant reduction in the amount of
- Bullying is rare. This was confirmed in discussions with parents and with pupils, all of whom also agreed
that should any bullying occur, it would be dealt with effectively by staff. Pupils have a good
understanding of the various types of bullying, not least because of the very successful ‘Friends Against
Bullying’ week held last summer term.
- Pupils say they feel safe in school and their parents agree. Pupils play competitive sports by safe rules,
use the internet safely, move sensibly from one area of the school to another and play together safely in
the playground. Pupils also learn about the harmful effects associated with the misuse of drugs and
- The school and its grounds are safe and secure. Any potential risk to pupils’ safety in school and on
outside trips is carefully assessed. Pupils say they can talk to any member of staff if they feel worried
|The quality of teaching||is good|
- The good impact of teaching on pupils’ learning is confirmed in pupils’ written work, in the school’s
monitoring of teaching over time and in the recent local authority review of the school. Parents, pupils,
staff and governors all said that teaching is good. Teaching is consistently outstanding in the early years.
- The teaching of the basic skills of communication, reading, writing and mathematics, as seen in lessons
and in pupils’ work, is good. This is also reflected in the good progress made by all pupils, including those
in the Primary Support Base, and the outstanding progress children make in the early years.
- Senior leaders quickly identify and rectify any weaknesses in teaching. The good impact teaching is having
on pupils’ learning over time is evident in pupils’ written work, in the school’s monitoring of teaching over
time and in the recent local authority review of the school.
- Teachers use their good subject knowledge well to set high expectations for learning and ask challenging
questions to probe and extend pupils’ thinking. For example, pupils in Year 6 were asked to define a
rhetorical question and further challenged to include one in their writing.
- Teaching assistants provide good support for learning and behaviour. For example, pupils in Year 1 made
rapid progress in writing because of the reminders they received to put finger spaces between words,
include capital letters and full stops in their sentences, and use joined-up writing. Teachers and teaching
assistants work together closely to promote good behaviour and attitudes to learning.
- Assessment has improved since the last inspection, with new systems in place to check pupils’ progress.
Sometimes, however, teachers still do not use the information about pupils’ previous learning well enough
to ensure that learning tasks are pitched at the right levels for pupils of different abilities. As a result,
some tasks are either too easy or too difficult. Although teachers’ marking provides pupils with good
feedback on how well they are doing, it does not always provide them with enough guidance on how to
improve their work.
|The achievement of pupils||is good|
- Children enter the early years with weaknesses in their communication and language skills and in their
social and emotional development. They make outstanding progress in all areas of learning as they move
through the Nursery and Reception classes. As a result, the majority show good levels of development and
all are very well prepared for entry into Year 1.
- In Year 1, pupils build on this excellent foundation by making good progress in phonics (the sounds that
letters make) and using their knowledge in their reading and writing. An above-average proportion of
pupils met the expected standard in the phonics screening check in 2014, continuing the increase in
attainment of the last two years. An above-average proportion of pupils are on course to meet the
required standard in the phonics screening test again this year.
- The attainment of pupils in Year 2 has risen steadily since the last inspection, although it dipped in 2014
because of some weaknesses in teaching. These weaknesses were quickly picked up and successfully
tackled. As a result, pupils currently in Years 1 and 2 are making good progress in reading, writing and
- In 2014, pupils’ attainment at the end of Year 6 was average in reading, writing and mathematics with
most pupils reaching the expected levels in the national tests. It was slightly below average in English
grammar, punctuation and spelling.
- Attainment in reading, writing and mathematics had risen steadily since the last inspection but dipped in
2014. This was because a number of pupils with complex communication difficulties or who did not speak
English arrived in Year 6 a few months before the tests.
- Despite the dip in performance in 2014, pupils in Year 6 made good progress from their starting points.
This was confirmed in the school’s data and by the detailed recent review conducted by the local
authority. The school’s data also shows that all groups of pupils in all years made equally good progress
from their different starting points in 2014.
- In 2014, disadvantaged pupils in Year 6 were slightly ahead of their classmates in writing and about a
term behind them in reading and mathematics. They were approximately a term behind other pupils
nationally in all three subjects. Disadvantaged pupils made equally good progress in all subjects compared
with their classmates from their different starting points. The gap in the attainment of disadvantaged
pupils and their classmates narrowed considerably in 2014.
- The small number of pupils who joined the school towards the end of Key Stage 2 made good progress
from their starting points, but were not in school long enough to benefit in full from the consistently
strong teaching in Years 5 and 6.
- The school’s most-able pupils are achieving well and are on course to reach higher levels in all subjects.
The very small number in 2014 made faster progress and achieved slightly better results than similar
- Current attainment in Year 6 is below national averages because the pupils’ starting points from the end of
Year 2 are significantly lower than found nationally. Nevertheless, the school’s data and pupils’ work in
their books show they are making good progress in all areas.
- Disabled pupils and those who have special educational needs are making good progress because they
receive good support for their learning.
- Pupils at an early stage of learning English make consistently good progress in communication, language
and literacy and achieve as well as their classmates in other areas.
- Pupils make good progress in physical education as a result of the good use of additional funding. They
exercise regularly and significantly more participate in sports clubs and events than at the previous
- Pupils in the Primary Support Base make consistently good and sometimes outstanding progress from
their starting points as a result of good teaching and support for their learning and personal development.
This enables them to re-integrate successfully into mainstream classes.
|The early years provision||is outstanding|
- Outstanding leadership of the early years is ensuring that teaching is outstanding. Children are making
outstanding progress from their low starting points and the provision has improved significantly since the
last inspection. Leaders have developed a highly stimulating learning environment and a strong drive
among staff to sustain the highest levels of achievement for all children.
- Children who enter the Nursery unable to speak English make very rapid gains in communication and
language because these areas are given a high priority in all learning activities.
- Rich and varied learning experiences, such as the new outdoor provision, are having a very strong impact
on stimulating children’s curiosity and imagination about the world around them, promoting language and
social development well. Children in the early years develop excellent attitudes to learning. They are very
well behaved and settle into their routines quickly.
- Children experience a great sense of wonder and excitement in learning about the world around them. For
example, as children in the Nursery explored the outdoor environment, they investigated the buds
emerging on the trees, dew on the grass, fox holes, plants, bulbs and mini-beasts. Staff develop the
children’s communication and language skills exceptionally well in these activities by encouraging them to
explain what they learn using sentences and incorporating technical language.
- Teamwork amongst the staff is excellent. All staff promote children’s well-being and safety through active
engagement in all learning activities, good levels of supervision and consistently applying all safeguarding
requirements to ensure children are safe. As a result, children in the Nursery and Reception classes feel
safe, are very settled into their routines and are very happy at school.
- Assessments, observations and recordings of children’s progress are very thorough. New systems for
recording the very small steps of progress each child makes have been implemented well. These enable
parents to see the journeys in learning that their children are making at any given time. The systems are
also used effectively to plan a range of stimulating activities across all areas of learning.
- Links with parents and carers and their engagement with their children’s learning are strong. Parents and
carers are very positive about all aspects of early years provision. Overall, children are exceptionally well
prepared academically, socially and emotionally for entry into Year 1, and the proportion achieving a good
level of development has increased in the past two years.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes that |
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
|Grade 2||Good||A good school is effective in delivering outcomes that provide well for all |
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it is not |
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is failing |
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
|Unique reference number||117302|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||208|
|Appropriate authority||The governing body|
|Date of previous school inspection||29 March 2010|
|Telephone number||01992 623065|
|Fax number||01992 628199|