HENRY Moore Primary School in Church Langley has been praised following an inspection by Ofsted.

The government inspectors visited the school in October.

The report states;

Pupils settle quickly and grow in confidence at Henry Moore school. Pupils warmly
welcome others, including those who join the school from other settings or overseas. This
helps to create a very friendly community feel around the school.

Leaders encourage pupils to see themselves as positive members of a diverse and multi-
cultural society. Pupils are confident and respectful citizens who are kind and polite. Pupils
understand that they are the future and can ‘change the world’.

Pupils feel happy and are safe at school, where ‘we will never be lonely because we will
always have our friends with us’. Pupils know there will always be a listening ear for any
worries they may have.

Pupils learn how to behave well, take care of each other and follow the school’s rules.
There are high expectations for all pupils’ achievement. As a result, all pupils enjoy their
learning and achieve well. Many take part in the plethora of school clubs and team game
competitions.

Pupils enjoy the many opportunities to take on the responsibility of looking after their
school and each other. For example, global ambassadors proudly represent the school to
local community leaders and advocate the rights of children.

What does the school do well and what does it need to do better?

Leaders in the school and trust have recently redesigned the curriculum. It is ambitious
and inspiring. It is rooted in what best suits the needs of their pupils. The school has
carefully set out the important knowledge that it wants pupils to learn. Across subjects,
teachers introduce new content that builds on what pupils already know and can do. For
example, in design and technology, pupils progress from basic sewing of finger puppets to
more complex tasks involving use of materials to design and make a room inside the
Titanic. A particular aspect of the curriculum is the emphasis placed on global learning
and human rights. This greatly impacts on pupils’ wider understanding of issues in the
world beyond the school. Global learning is expertly woven into the overall curriculum.
This enables teachers to be creative and make important links for pupils between subjects
and to build on previous learning. Consequently, all pupils achieve well and are ready for
their next steps.

Teachers have strong knowledge of the subjects they teach, supported effectively by
subject leads and specialists. Teachers present learning clearly, and identify quickly and
address pupils’ misconceptions. Teachers make sure that pupils learn a range of key
subject-specific vocabulary and develop the skills to apply this knowledge accurately in
class discussions. Pupils readily take part in debates and confidently explain their views.
Pupils thus develop well their oracy skills across the subjects.

The well-resourced and inviting classrooms and outside learning environments in the
Reception Year support children to settle well and quickly grow in confidence. Children are
taught to read well. Almost all become accurate, confident and fluent readers by the end
of Year 2. Those who find reading tricky receive effective help from skilled adults. Older
pupils know that ‘reading is the key’ to learning. They confidently read rich and thought-
provoking books about a range of cultures. This helps broaden their understanding of the
wider world through topics like ‘journeys’ or ‘memories’.

The school has raised the profile of writing across the curriculum. For example, searching
‘big questions’ stimulate pupils’ discussions about their writing. Displays around the school
show the importance of writing in all subjects. Leaders have high expectations of pupils’
writing. They give teachers clear guidance on what should be taught and expected in all
subjects. This is beginning to have an impact in several areas of the curriculum. Many
pupils in upper key stage 2 are skilled writers, using their wide reading to communicate
what they have learned.

However, opportunities for high-quality written work are not
consistent in all year groups and across subjects like geography and history. As a result,
pupils’ written work in these areas often does not show what pupils are capable of.

Adults provide effective support for the growing number of pupils with special educational
needs and/or disabilities (SEND). The individual plans for pupils with SEND clearly set out
the extra help and support they receive. As a result, teachers make careful adaptations to
activities in lessons where these are needed, for example support from an adult, visual
timetables, personalised resources, or prompts. Pupils with SEND therefore learn well and
are ready for their next steps.

Leaders and governors take seriously the well-being of staff. The adaptations made to
assessment and planning have addressed some areas of work-life balance. These are
much appreciated by staff, who are proud to work at the school

Safeguarding
The arrangements for safeguarding are effective.