The Mary Towerton School at Studley Green underwent an inspection on October 1 and 2, 2019, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behavior and attitudes were deemed Good. Personal development, as well as leadership and management, were rated Requires Improvement, although early years provision was rated Good. The school had previously been rated Good in its last inspection in June 2015.
Pupils express enjoyment in attending the school, appreciating the care and support from their teachers. The rapport between teachers and students is positive, and staff are familiar with the pupils' needs. However, despite the supportive environment, pupils do not consistently achieve to their full potential. This is attributed to teaching practices that do not effectively build on prior knowledge, leading to challenges for some students, particularly those with special educational needs and disabilities. These students often depend heavily on staff support, which affects their overall achievement.
Behavior in the school is generally good, with pupils displaying kindness towards one another and engaging well during lessons and playtime. Staff manage any instances of poor behavior promptly, ensuring that learning is not disrupted. Pupils feel safe and happy at school, with access to staff for support when needed. Although bullying is reported to be infrequent, staff address any incidents swiftly. The school offers a variety of activities during playtimes and lunchtimes, and pupils enjoy participating in clubs and special events.
The interim headteacher and deputy headteacher have identified key areas for improvement within the school. Some subjects lack adequate planning, and curriculum plans do not clearly outline what teachers should teach or the order of instruction. This lack of clarity hampers pupils' ability to achieve their best. Leaders are working to enhance curriculum planning and provide necessary training for staff, but the impact of these efforts has yet to be fully realized.
While behavior has improved, there are still instances where pupils become distracted due to poorly sequenced lessons. Most pupils perform well in phonics screening by the end of Year 1, but there is inconsistency in reading instruction across the school. Some pupils, especially those with SEND, do not receive the necessary support to develop their reading skills effectively. Additionally, teachers do not provide enough high-quality reading materials to challenge pupils' learning.
Recent changes in mathematics instruction have provided more opportunities for problem-solving, and staff have received training to enhance their subject knowledge. However, it is too early to assess the full impact of these changes. The science curriculum is more effectively planned than other subjects, but there is still a need for deeper challenges to enhance pupils' understanding.
In the early years, children are happy and safe, with staff fostering strong relationships and high expectations for behavior. The arrangements for safeguarding are effective, with staff receiving regular training to ensure pupil safety. Pupils feel secure and learn about safety in various contexts.
To improve, the school needs to enhance the sequencing of the reading curriculum and ensure that all pupils, particularly those with SEND, receive appropriate support. Leaders must focus on improving curriculum planning across subjects to help pupils retain knowledge over time. Additionally, training for teachers should be prioritized to develop their pedagogical skills and subject knowledge, ensuring a coherent curriculum delivery.
