Marlborough Primary School, located in Sulgrave Village, Washington, Tyne and Wear, underwent an inspection on March 21 and 22, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
The school environment is welcoming, with staff and pupils emphasizing inclusivity in both work and play. The school promotes five core values aimed at fostering relationships, resilience, reflectiveness, risk-taking, and resourcefulness among pupils. A new approach to playtimes has been introduced, enhancing the range of activities available to students, contributing to their happiness and sense of safety. Although instances of bullying have been reported, pupils express confidence in the adults' ability to address these issues promptly.
Despite the positive aspects, the school has faced significant staffing challenges, which have hindered progress in certain areas. The new headteacher has worked to establish a cohesive team, focusing on improving behavior, attendance, and personal development, which are now recognized as strengths. However, the academic expectations set by leaders are not being met, particularly in subjects like reading and mathematics, where many pupils, including those with special educational needs and disabilities, struggle to keep pace with the curriculum. In contrast, pupils excel in computing, where the curriculum is effectively implemented.
The school fosters a calm atmosphere, with leaders creating a nurturing learning environment. Pupils exhibit good behavior, moving sensibly around the school and engaging positively in lessons. Early years education is strong, providing a solid foundation for language development, although this foundation is not consistently built upon as pupils progress through the school. Expectations for older pupils' communication skills are deemed too low.
Leaders aspire to provide a rich and engaging curriculum, and while much of this is in place, the impact varies across subjects. In mathematics, for instance, pupils struggle with essential knowledge, relying too heavily on resources for calculations they should be able to perform mentally. Support for pupils with special educational needs is inconsistent, with some support plans lacking clarity and effectiveness.
The school has made strides in becoming a reading-focused institution, with a curriculum centered around high-quality literature. Staff have received training to deliver a phonics program, but many pupils in key stage one still do not read fluently. There is a need for greater emphasis on developing reading fluency, as many pupils continue to segment and blend words they should recognize.
Personal development initiatives are effective, with opportunities for pupils to engage in various activities that broaden their horizons. The school promotes a strong sense of community responsibility, with pupils taking on roles such as playground ambassadors and participating in local initiatives. Staff feel valued and supported, contributing to a cohesive team environment.
Safeguarding measures are effective, with leaders knowledgeable about the needs of families and proactive in ensuring their well-being. Pupils feel safe and know they can seek help from any adult in the school. The school is committed to improving its academic performance, particularly in reading and mathematics, and addressing the needs of all pupils, including those with special educational needs. Overall, while there are areas for improvement, the school demonstrates a commitment to fostering a positive and supportive learning environment for its pupils.
