Meridian Primary School, located in Comberton, Cambridge, underwent an inspection on September 24 and 25, 2024. The overall assessment of the school indicates that it requires improvement in several key areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. This marks a significant decline from its previous inspection grade of good.
Pupils at Meridian Primary School demonstrate a strong understanding of the school's values, which emphasize resilience, kindness, respect, community, and curiosity. Many students strive to embody these values, showing respect for their peers and valuing diversity. The relationships between pupils and staff are generally positive and courteous, contributing to a safe environment where students feel comfortable seeking help. While many pupils excel in reading and mathematics, expectations in other subjects are perceived to be lower. This discrepancy arises from inconsistent high expectations among teachers regarding what pupils can achieve, leading to learning tasks that do not effectively build on students' existing knowledge.
Recent improvements in overall behavior have been noted by pupils, particularly in the playground, where students interact well with one another. However, there are instances where some pupils do not remain focused during lessons, which can distract others. Some teachers do not consistently redirect off-task behavior, impacting the learning environment.
The school has experienced a period of instability but has recently appointed new leadership. The new leaders have quickly communicated a clear vision and values for the school, fostering a unified direction for staff and pupils. However, many crucial changes are still in the early stages of implementation, particularly regarding behavior management and writing standards. The school excels in teaching mathematics and early reading due to a well-structured curriculum that clearly outlines what to teach and when. This structured approach allows teachers to provide appropriate tasks that align with pupils' knowledge and skills.
In contrast, other subjects lack effective training for staff, resulting in a limited understanding of the curriculum. Consequently, learning tasks in these areas do not align with the intended curriculum, leading to tasks that may be too easy or too difficult for students. Additionally, language development is not tailored to meet the specific needs of pupils, particularly in early years, as the school has not identified essential vocabulary for students to learn.
Most pupils with special educational needs and/or disabilities have individual plans that outline their strengths and how staff can support them. However, weaknesses in task design mean that these pupils do not consistently engage with work that meets their identified needs. Despite enjoying reading, many pupils struggle to maintain focus during lessons, which affects their learning outcomes.
The school provides enriching experiences through trips and visitors, enhancing the educational experience. Pupils have opportunities for leadership roles, although these require further development. The governing body has worked closely with the local authority to ensure effective leadership during recent changes, and staff feel supported in their roles. However, there is a need for consistent high expectations regarding pupil behavior and improved training for staff to enhance their understanding of the curriculum across all subjects.
In summary, while Meridian Primary School has strengths in certain areas, significant improvements are necessary to elevate the overall quality of education and ensure that all pupils can achieve their full potential. The school must focus on establishing consistent behavior expectations, enhancing staff training, and effectively utilizing assessments to inform teaching practices.
