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Due to sustaining our high standards and a change in the Inspection process, our last OFSTED was 2007.   

OFSTED Report 21st February 2007

Overall effectiveness of the school - Grade: 1

For the full report please follow the link


However, since this time we have been busy in ensuring all aspects of each Inspection framework continue to develop and move forward through external assessment so that we can continue to aspire to an outstanding learning environment for our children and staff.   It is important to all of us at Roger de Clare that we have our provision and processes challenged or supported and receive external validation. 

Our Hertfordshire Improvement Partner (HIP) visited the school in June 2018.  She reported:


The leadership team and Governing Body create a culture that enables pupils to succeed. The Headteacher accurately evaluates the school’s strengths and areas for improvement. She demonstrates high expectations of staff and a relentless focus on improving teaching and learning throughout the school. Her evaluation of the quality of teaching was endorsed by the HIP at the visit. The headteacher and senior leaders describe the school ethos as a determination to sustain and develop best practice. Whilst proud that the school was judged outstanding by Ofsted, they are mindful that continual improvement is necessary and are united in the drive for excellence.




The quality of teaching is at least good with outstanding features in all classes. Evidence gained during the visit and from the school’s own monitoring of teaching and learning confirms that teaching is enabling the vast majority of pupils to make at least good progress in reading, writing and mathematics. Observations of teaching and learning are promptly followed up by a 1:1 discussion with teachers to clarify what has been seen, reflect and identify next steps. The Headteacher affirms success and improvements and suggests any focus for further consideration. This approach has built a strong and confident teaching team where outstanding leaders and teachers support the less experienced or those new to Roger de Clare.

The curriculum is creative and rooted in cross curricular learning opportunities, relevant to the pupils’ needs. It secures rapid and sustained progress for all children. Pupils are encouraged to apply skills which enables deep, meaningful learning that can be applied in different contexts. Consequently, the vast majority of pupils meet age related expectations and the percentage working at greater depth is high compared to national benchmarks. Staff and pupils have high expectations and attitudes to learning are excellent.

In all classes seen during the visit, lessons had clear learning objectives with defined success criteria against which progress can be measured. The use of learning walls is consistently good throughout the school. In EYFS and KS1 there is celebration of children’s achievement and evidence of children’s voice. In KS2 the emphasis is on prompts and learning support.


Relationships between pupils and all adults including visitors are highly positive. Throughout the visit, pupils were seen to conduct themselves extremely well. They are consistently courteous and helpful, showing respect and formal ‘good manners’ towards all adults and other pupils of all ages. They make an exceptional contribution to a safe, positive learning environment because their behaviour and attitudes are exemplary both in and out of lessons. It is apparent that any low-level disruption is rare because lessons are fun and challenging. The Headteacher reports that, pupils have a very positive attitude to their learning and confidently apply mindfulness and a ‘growth mind-set’ approach. During the visit, pupils were pleased to talk about their work and demonstrated a clear sense of pride in their achievements. The work in books is well organised and presented. All writing is in a single book which shows that the same expectations are applied to writing across the curriculum. Children are also able to refer back to skills learning and apply this in future contexts.

Senior leaders and governors report that parents and carers speak very positively about the behaviour and safety of children at the school. Pupils are able to articulate how to keep themselves safe. Those who spoke to the HIP described school as fun, good, interesting and inspiring. They appreciate the help of adults and are confident that they will be helped when needed. They explained that problems can be taken to any adult especially the Headteacher and acknowledged that adults will be fair but firm. They know how to get help if they are stuck in lesson activities and will always try to resolve issues by themselves or with a learning partner before resorting to relying on adult help. They described how adults keep them safe including practicing for emergencies e.g. fire drills.



The HIP visited the EYFS classrooms twice during the visit. In the morning the children were working in groups engaged in the phonic tasks. In the afternoon adults were supporting children’s play both indoors and outside.  The school evaluates EYFS as outstanding.

June 2018