|Address||Rowans, Welwyn Garden City, AL7 1NZ|
|Religious Character||Does Not Apply|
|Number of Pupils||173 (54.9% boys 45.1% girls)|
|Number of Pupils per Teacher||21.1|
|Academy Sponsor||Agora Learning Partnership|
|Percentage Free School Meals||29.6%|
|Percentage English is Not First Language||15.0%|
|Pupils with SEN Support||17.3%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Rowans Primary is smaller than the average-sized primary school. Children attending the early years provision are taught part time in the Nursery and full time in the Reception Year. The majority of pupils are from White British backgrounds.
The proportions of pupils from minority ethnic groups, and those whose first language is believed not to be English, are the same as the national average. The proportion of pupils eligible for pupil premium funding is in line with the national average. The proportion of pupils who have special educational needs and/or disabilities and receive support is above the national average.
An on-site pre-school uses the school’s Nursery accommodation in the afternoon. This is inspected separately. The school provides a breakfast club which is managed by the governing body.
The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement The systems for checking pupil progress are not yet rigorous enough to establish an accurate picture of how well pupils are doing. Gaps in pupils’ basic knowledge, particularly in reading and mathematics, are slowing down the speed of progress that many pupils need to make to catch up.
The role of middle leaders is not yet developed well enough, especially linked to using monitoring, to inform their actions to rapidly improve standards. The behaviour of pupils requires improvement. Although pupils are polite and well-mannered around the school, during lessons they are not independently resilient and this stops them applying their learning effectively.
Although improving, the quality of teaching is too variable across a range of subjects. Consequently, achievement for pupils in all areas across the curriculum is not consistently good. The newly implemented curriculum is not yet fully developed across all subjects.
As a result, pupils are not receiving a broad and balanced curriculum. Over time, while getting better, in key stage 2, too few pupils make enough rapid progress to ensure they attain the nationally expected standards. This results in Year 6 pupils not being sufficiently ready for the next stage of their education.
The school has the following strengths The headteacher and deputy headteacher have high expectations and are ambitious for the school. They demonstrate capacity to secure further improvement. Early years is a strength of the school.
It is well led and managed, with children making good progress from their typically low starting points. Attendance is rapidly improving. This is particularly so for those pupils who previously were persistently absent.
This is as a result of close scrutiny of attendance information and leaders swiftly acting upon what it tells them. Pupils are well cared for in a nurturing environment. This is most notable in the nurture provision that the school provides to support more-vulnerable pupils.