Following the short inspection of Churchill Church of England Primary School on 11 May 2017, it has been confirmed that the school continues to provide a good quality of education. The leadership team has effectively maintained this standard since the last inspection in April 2014. Under the determined leadership of Mrs. Lorraine Woollven, there has been significant change in leadership, staffing, and governance, which has contributed to the school’s rapid improvement following a previous dip in performance. The clear vision shared by the leadership team has driven a strong commitment to improvement, resulting in good teaching, learning, and assessment, as well as positive pupil progress.
Parents express strong support for the school, with nearly all respondents to the Parent View questionnaire indicating they would recommend it. They perceive the school as well-led and managed, with their children making good progress. The headteacher holds teachers accountable effectively, leading to increased expectations for pupil achievement. Consequently, pupils receive quality teaching and support, addressing any prior underachievement.
The school has made strides in raising the level of challenge for pupils, which has positively impacted achievement at the end of key stage two in reading, writing, and mathematics. The proportion of pupils exceeding national standards remains consistently above average. However, there is recognition of the need to further challenge middle-attaining and most able pupils to ensure even higher achievement.
Teachers have developed effective assessment strategies to monitor pupil understanding and learning. They provide detailed feedback, enabling pupils to improve their work. The focus on fostering independence in editing and improving their work has yielded positive results. Pupils express satisfaction with their education and demonstrate good behavior in lessons, aided by the school’s initiative to promote resilience and independence.
While leaders are addressing the right areas for improvement, there is still work to be done to ensure that all groups of pupils make equally strong progress. Safeguarding measures are robust, with a strong culture of vigilance in place. The leadership has strengthened recording systems for concerns and has responded promptly to safeguarding audits, ensuring compliance with current legislation.
The inspection findings highlighted the need for continued focus on mathematics, particularly for middle-attaining pupils, whose progress has not been as strong. The school’s strategy to enhance mathematics teaching is showing promise, with pupils developing greater fluency and problem-solving skills. However, some inconsistencies remain, particularly in ensuring that all pupils are presented with challenging work in a timely manner.
In writing, leaders are working to improve standards, particularly for the most able pupils, who require more challenging opportunities. The early years provision is effective, with most children eager to write and achieving good outcomes. However, there are still some low-attaining pupils who struggle with letter formation, which affects their fluency.
Moving forward, it is essential for leaders and governors to ensure that checks on pupil progress are based on starting points, enabling all pupils to apply their skills effectively across the curriculum. Teachers should use assessments to build on prior knowledge, ensuring that middle-attaining pupils meet and exceed expected standards in mathematics. Additionally, support for early years children with below-average skills must be closely matched to their needs to facilitate rapid progress.
