The headteacher of a St Albans primary school has expressed their immense pride after receiving a great Ofsted report.
Maple Primary School is the first in the district to receive a "strong standard" across the board in Ofsted's new rating system.
Inspectors commended the school for creating "an inclusive atmosphere" with "kindness and respect" at the forefront of pupils' approach.
All safeguarding standards were also met at the school during its one-day inspection in January 2026.
The school's report has been published under the new system which came into effect from November 10, 2025.
Reports will no longer include a one headline grade - outstanding, good requires improvement or inadequate.
Instead it is a "report card" style with separate grades - "exceptional, strong standard, expect standard, needs attention and urgent improvement" - used for the main aspects of a provider's work.
These include:
- Inclusion
- Curriculum and teaching
- Achievement
- Attendance and behaviour
- Personal development and well-being
- Leadership and governance
Headteacher of Maple, Shanti Johnson, said: "We are incredibly proud that the inspection endorsed the many strengths of Maple Primary School. The process was fair and transparent, validating our commitment to continue to provide the very best all round education for our children.
"During the inspection, the children showed what mindful, aspirational, resilient and kind learners they are, demonstrating the 'Maple MARK' throughout the process.
"The Maple community is a team, with the staff and governors' ongoing commitment and dedication to the provision of education and parent/carer support all contributing to the success of our school."
Ofsted said pupils achieve "very well" at the school, reflected by the strong grading. This includes students with special educational needs.
Another element rated a strong standard was pupils' attendance and behaviour.
"Pupils’ attendance is high, demonstrating their enthusiasm for learning and school life," the report began.
"They speak proudly about their work and share their achievements with confidence and enthusiasm."
As aforementioned by the head, the Maple MARK helps students understand the high expectations staff set for them. Ofsted said lessons are "calm and purposeful".
The report read: "Pupils collaborate positively and show enthusiasm when contributing to learning. Because routines are firmly embedded, staff rarely need to manage low‑level disruption. Break and lunchtimes are enjoyable and well organised. Pupils demonstrate growing independence."
Staff were highly praised too, as they develop "trusting relationships" between themselves and pupils. This was particularly highlighted in the school's early years provision.
"Staff deliver high‑quality interactions that strengthen children’s learning," Ofsted continued.
"They actively promote children’s independence and time their support carefully so that it enhances, rather than interrupts, exploration. The carefully planned curriculum guides these interactions and shapes both adult‑directed tasks and independent activities."
In regard to inclusion, Maple again boasted a strong standard. Leaders were said to take time with every pupil to understand their individual needs. Their approaches were deemed practical and supported pupils to thrive.
The report added: "Staff work thoughtfully with pupils with significant special educational needs and/or disabilities, focusing on developing independence and reducing unnecessary reliance on adults."
Inspectors said leaders across the school complete continuous reviews and are always looking for the next step in improvement. They "do not rest on previous achievements" and instead pursue "ambitious goal" to strengthen the school's educational offering.
"Leaders ensure that professional development remains relevant, purposeful and beneficial for all staff. When appropriate, they seek external expertise to support high‑quality practice. Recently, staff undertook training in adaptive teaching," Ofsted said.
"This now shapes consistent approaches across the school. An open‑door culture strengthens communication and trust. Staff feel confident to approach leaders because they act with openness, care and professionalism. Staff also value the wider school community, describing it as a family that steps forward to offer support when needed.
"Staff, parents and carers, pupils and governors all speak with pride about being part of the Maple School community. Everyone works together towards the same shared vision, and this collective commitment drives continuous improvement in every aspect of school life."
The only category held at the "expected standard" was the school's curriculum and teaching. Despite this, assessors described the curriculum as "well-established" across all subjects and year groups which was "broad and ambitious".
When asked how Maple could improve for its next report, Ofsted concluded: "Leaders should continue to support staff in embedding effective assessment practice so that pupils’ understanding is checked precisely and teaching is well informed.
"This will help pupils secure the most important knowledge and concepts, providing a strong foundation for future learning."
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