Over Primary School, located in Long Furlong, Over, Cambridge, underwent an inspection on March 19 and 20, 2024. The overall effectiveness of the school was rated as requiring improvement, while the quality of education, behaviour and attitudes, personal development, and early years provision were all rated as good. However, leadership and management were identified as an area needing improvement. The school had previously received a good rating in its last inspection in March 2023.
Pupils at Over Primary School enjoy their time at the school, benefiting from warm relationships with adults and peers. They show enthusiasm for learning and actively engage with a broad curriculum. Behaviour is generally good, with pupils participating readily in various activities. The playground is lively, and older students take pride in supporting younger pupils. Opportunities for leadership are available, allowing students to develop their skills and promote a love of reading through initiatives like the reading champions program.
Despite the positive aspects, the school has faced challenges due to instability in leadership, which has affected the consistency of pupils' learning. Some parents have expressed concerns about the school's direction, and there have been fluctuations in staff. However, with support from the local authority, new leadership arrangements are being implemented, leading to improvements in pupil learning across most subjects.
Pupils are performing well in core subjects such as English, mathematics, and science, where teaching is knowledgeable and effective. There is a consistent approach to teaching in these areas, and learning is monitored closely, allowing for timely adjustments to lessons. However, some subjects lack well-structured leadership, resulting in inconsistencies in curriculum delivery. Leaders have not yet fully developed or assured the quality of the curriculum in these subjects, leading to gaps in some pupils' knowledge.
The early reading curriculum is a notable strength, with pupils acquiring phonics skills effectively. Staff conduct regular assessments to support those who need to catch up, and a love of reading is being fostered throughout the school. In the early years, children engage well with a planned curriculum that includes both adult-directed tasks and child-initiated activities, preparing them effectively for Year 1.
Recent changes have also improved support for pupils with special educational needs and disabilities, with precise plans in place that enable these pupils to access the full curriculum alongside their peers. Behaviour management is effective, with a clear system in place that minimizes disruptions to learning.
The school places a strong emphasis on personal development, teaching pupils about different cultures and the importance of respect and tolerance. Pupils are educated on online safety and benefit from various enrichment opportunities that prepare them for life in modern Britain. Staff feel supported by leadership, which considers their well-being during changes.
Governors are aware of the school's journey and provide both support and challenge. While leadership has stabilized, some positions remain temporary, relying on external support. The school must work closely with the community to rebuild trust and ensure stable leadership and staffing. Additionally, leaders need to focus on developing and monitoring the curriculum in subjects lacking established leadership to ensure a coherent and sequenced curriculum that supports all pupils in achieving their best.
