St Thomas’ Church of England Primary School in Stockport underwent an inspection on 19 and 20 September 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while Behaviour and Attitudes, Personal Development, and Early Years Provision received Good ratings. Leadership and Management were found to Require Improvement. The school has made some progress since its previous inspection, which also rated it as Requires Improvement.
Pupils express pride in attending St Thomas’ and develop warm relationships with staff from an early age. They feel safe within the school community and benefit from a variety of enrichment opportunities, including clubs such as chess and gardening. The school environment is calm, and pupils generally behave well, demonstrating politeness and courtesy towards peers and adults. Expectations for pupil achievement are rising, particularly for those with special educational needs and disabilities, with some pupils showing improved performance in certain subjects due to a more structured curriculum.
However, there are still areas needing attention. Some pupils do not achieve their potential in various subjects, often due to gaps in their knowledge that are not adequately identified or addressed by teachers. This impacts their overall learning experience. The curriculum is ambitious, with a strong emphasis on reading, but there is still work to be done to ensure consistent achievement across all subjects. Teachers are receiving ongoing training to enhance their subject knowledge and teaching skills, yet there are instances where the activities chosen do not effectively support pupil learning.
In subjects like early reading, the school has made positive changes that are beginning to show results. Children in the Nursery class are exposed to a range of rhymes and songs, which aids their phonics development. Despite these improvements, some pupils still face challenges in their reading knowledge, as assessment information is not consistently utilized to identify gaps. This can hinder their progress in reading.
The school effectively identifies and supports pupils with special educational needs, leading to improved outcomes for these students. Behaviour management is consistent, and pupils learn to cooperate and share from an early age. The school promotes personal development well, teaching pupils about various religions and encouraging healthy lifestyles through mindfulness techniques.
Engagement with parents is strong, with positive feedback regarding the support provided by the school. The governing body, leaders, and staff work cohesively to prioritize pupil welfare and achievement. Staff report feeling supported in managing their workload, which contributes to a positive working environment.
Despite the progress made, leaders acknowledge that pupil achievement is not yet at the desired level. Their efforts to implement changes are underway, but the full impact of these initiatives is not yet evident across all subjects. Key areas still require improvement to ensure that all pupils reach their full potential. The safeguarding arrangements in place are effective, ensuring a safe environment for all students.
To improve, the school must ensure that teachers design learning activities that effectively facilitate knowledge retention and address gaps in understanding. Consistent use of assessment information is crucial for identifying and addressing these gaps. Additionally, ensuring that pupils read books that align with their phonics knowledge is essential for enhancing their reading skills. Overall, while there are strengths within the school, significant work remains to be done to achieve the desired standards of education and pupil achievement.
