St Mary's Church of England Controlled Primary School in Boston Spa underwent an inspection on November 1 and 2, 2022, and received 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 were rated as Good. Leadership and management were found to require improvement.
Pupils at the school enjoy their time there, feeling safe and happy. However, their experiences across different subjects vary significantly. Leaders sometimes fail to adequately adapt work for pupils in mixed-age classes, leading to gaps in knowledge that are not identified promptly. High expectations set by leaders are not consistently met across all subjects.
Respect among pupils and adults is evident, with a strong emphasis on emotional literacy starting from the early years. This approach helps pupils manage their feelings and contributes to a positive atmosphere where bullying is not a concern. The school promotes a calm environment, and the Christian ethos is integrated into behaviour routines. However, inconsistencies in applying behaviour management strategies can lead to disruptions in lessons.
The curriculum has seen improvements in recent years, with leaders mapping out essential knowledge for pupils. For instance, the history curriculum connects learning about explorers in key stage one to understanding civilisations in key stage two. Nonetheless, not all subjects have the same level of detailed planning, particularly in mathematics, where clarity on resource usage is lacking.
Reading is a priority, with staff trained in the phonics programme, ensuring pupils receive strong support in developing their reading skills. Teachers quickly identify those needing help, which is a successful aspect of the school's work. However, in other subjects, teachers may lack the necessary subject knowledge to adapt the curriculum effectively for all pupils.
Behaviour in the school is generally calm and respectful, with pupils understanding the school rules. However, low-level disruptions are not always addressed promptly by teachers, impacting learning. Social interactions among pupils are positive, and they demonstrate respect for one another's feelings. The school curriculum includes lessons on diversity, fostering tolerance and respect among pupils.
Leaders have made significant changes in recent years, focusing on clear priorities. While most teachers feel supported, some staff express concerns about workload management. Parents generally have a positive view of the school, although a minority feel communication could improve. Leaders are actively working to enhance communication by inviting parents to participate in school activities.
The safeguarding arrangements are effective, with clear records and timely actions taken regarding safeguarding concerns. Staff receive regular training and understand their responsibilities. Some parents have raised concerns about the lack of secure fencing, but leaders are addressing this issue and have plans for improvements.
To improve, the school needs to address the variability in curriculum planning across subjects, ensuring that all pupils have consistent experiences. Teachers' subject knowledge must be strengthened to align with curriculum goals, and assessment systems should be refined to ensure that pupils are retaining essential information. Additionally, leaders should monitor and support teachers in managing low-level disruptions to enhance the learning environment.
