The full Ofsted report has been published for a St Albans school praised for its 'vibrant and happy' environment.

Killigrew Primary and Nursery School, located in West Avenue, received a visit from inspectors on July 17 and 18, just as the school year was winding down.

With school back in session, the education watchdog has now published its report, which makes good reading for staff and parents.

You can read the full report below:

What is it like to attend this school?

This is a vibrant, happy school where pupils thrive and flourish.

The school has high aspirations for its pupils. Staff work tirelessly to ensure all pupils can meet the school’s high expectations. As a result, pupils across the school achieve exceptionally well across the curriculum.

Pupils behave well and follow the school rules. They understand that these are in place to keep them safe.

Pupils listen carefully to adults and each other in class. Lessons are calm and productive. As a result, learning is rarely disrupted.

Pupils produce work to a very high standard across subjects. The school places a strong emphasis on ensuring that disadvantaged pupils participate in a variety of clubs that enrich their experiences. This enables all pupils to achieve notable success in a wide range of sporting and musical events.

The school offers opportunities for pupils to develop as responsible citizens. Roles such as school councillors, sports ambassadors and play leaders help pupils recognise the value and impact of their contributions towards improving the school community.

Pupils take pleasure in sharing and celebrating their diverse faiths and cultures. They demonstrate a strong sense of ethics, recognising the significance of fairness and equality for everyone. This fosters an inclusive and caring school community. 

Read More:

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

The school’s curriculum is ambitious. All staff understand the knowledge and skills all pupils are expected to acquire.

Teachers have strong subject knowledge. They address gaps in pupils’ learning and pre-empt pupils’ misconceptions. This helps pupils to build secure foundations for learning.

Teachers place a strong focus on improving pupils’ spelling. Pupils practise spelling and writing for a range of purposes. They become highly proficient in applying these skills across the curriculum.

Teachers emphasise precise curriculum vocabulary. This enables pupils to use the correct terminology to explain their learning in subjects such as science and history. 

Teachers help pupils make connections across subjects, deepening their understanding over time. In science, for instance, younger pupils talk about the benefits of exercise and how physical activity increases heart rate. By Year 6, they can explain the more complex functions of the heart to sustain life.

In history, young pupils use artefacts to explore the evolution of toys and places. Older pupils draw on evidence from various sources to explain historians’ discoveries about ancient civilisations. 

The school prioritises learning to read. In early years, children enjoy a wide range of stories, books and rhymes.

Adults ensure they learn and practise sounds through purposeful activities. As a result, children quickly learn to read and write. Further up the school, pupils are keen readers. They develop the skills to analyse texts and articulate their understanding effectively.

Across the school, pupils gain confidence in performing poetry to peers and parents. 

Teachers precisely adapt learning so that all pupils can be successful and keep up. They routinely review pupils’ work and offer precise guidance for improvement. As a result, pupils complete work to a high standard.

The school swiftly identifies pupils with special educational needs and/or disabilities (SEND). This allows for timely interventions. These help pupils to access the curriculum and participate fully in school life.

Staff build strong and effective relationships with parents, specialists and pupils, ensuring that the support provided is tailored and precise. As a result, pupils with SEND are well supported in achieving, both academically and socially. 

The curriculum empowers pupils to challenge stereotypes and prejudice by engaging deeply with the subjects presented to them. Teachers provide time for discussion and reflection, allowing pupils to thoroughly explore a range of fiction and non-fiction texts.  They learn to respect different perspectives. This helps them to develop as critical thinkers and effective communicators.

The school provides many varied clubs and trips. These allow opportunities for all pupils to build confidence and learn new skills.  

Most pupils attend school when they should. The school works in collaboration with parents to improve their children’s attendance. This approach has successfully improved attendance for some pupils.

The many leadership roles provide pupils with purposeful responsibilities. Travel ambassadors, for example, explore ways to reduce traffic speed and minimise idle engines near the school gate. Pupils take pride in this role and feel that they are making a difference. 

Governors bring a wealth of knowledge and experience to the school. They collaborate with the school to drive improvement.

The school places a strong emphasis on staff wellbeing. Staff feel very supported and the school encourages many staff members to complete a wide range of professional development. This enables them to contribute purposefully to actions for improvement. 

The arrangements for safeguarding are effective.