Shirley Community Primary School is a diverse and inclusive institution located in Chesterton, Cambridge. The recent inspection conducted on March 6 and 7, 2024, rated the school as good across all areas, including overall effectiveness, quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. The school fosters a positive environment where pupils celebrate their differences and develop strong relationships with peers and adults. Students exhibit positive attitudes towards learning, demonstrating independence and the ability to concentrate on their work, including those with special educational needs and disabilities.
High expectations for learning and behaviour are set by the staff, who encourage pupils to adhere to the school’s principles of safety, kindness, and responsibility. The mental well-being of students is prioritized, with staff promoting open discussions about any concerns. Pupils are educated on online safety and local context safety, ensuring they are well-informed. The school council plays an active role in enhancing the school environment, with members taking pride in their leadership roles and initiating new clubs based on student interests.
The curriculum at Shirley Community Primary School is ambitious and well-structured, with clear content organization from Reception onwards. This systematic approach allows teachers to understand what pupils need to learn and when, facilitating knowledge building over time. However, some subjects require further development in planning to ensure explicit links to the early years and key stage three curriculum. Reading is a focal point of the school, with staff trained in early reading instruction. A strong phonics program is in place, supported by well-matched reading materials that enhance pupils' fluency and enjoyment of reading.
Writing skills are also emphasized, with pupils encouraged to apply their writing across the curriculum, leading to improved outcomes. Staff receive high-quality training to ensure they possess the necessary subject knowledge for effective teaching. While most teachers present information clearly and adapt their teaching based on pupil understanding, there are areas where assessment data is not consistently utilized by subject leaders to monitor and evaluate curriculum effectiveness.
Support for pupils with special educational needs is robust, with early identification and tailored support in place. Clear routines in early years help children settle into their learning, engaging them in exciting activities. The school effectively communicates the importance of regular attendance to parents and has established systems to support pupil attendance.
Pupils demonstrate respect for diverse cultures and beliefs, preparing them for life in modern Britain. They are educated on healthy lifestyles, including the importance of exercise. Transition support for Year 6 pupils moving to secondary school is provided, although some students express a lack of confidence regarding this change.
Staff satisfaction is high, with teachers feeling well-supported by leadership and responsive to training opportunities. Governors are actively involved in the school’s operations, holding leaders accountable through regular visits and inquiries about the school’s performance.
The safeguarding arrangements at Shirley Community Primary School are effective, ensuring a safe environment for all pupils. However, the school must focus on improving the consistency of data use in curriculum development and ensuring pupils are adequately prepared for transitions between key stages. By addressing these areas, the school can further enhance its educational provision and support for all students.
