The Spinney Primary School in Cherry Hinton, Cambridge, was inspected on 28 and 29 November 2023. The overall effectiveness of the school is rated as requiring improvement, alongside the quality of education and early years provision. However, the behaviour and attitudes of pupils, as well as their personal development, are rated as good. The school was previously judged as outstanding in its last inspection 15 years ago, and the long gap between inspections has contributed to the current evaluation.
Pupils at The Spinney Primary School demonstrate a strong desire to learn and succeed. They exhibit positive attitudes towards their education, are diligent, and value friendships with peers from diverse backgrounds. The school environment fosters respect for rules and values, and pupils feel cared for by the staff. They express confidence in the support provided, particularly through initiatives like the class worry box. While pupils generally perform well in English and mathematics, there is a need for clearer guidance to deepen their understanding across other subjects. Additionally, pupils with special educational needs and disabilities do not receive sufficient support to help them achieve their potential.
The school is in a phase of recovery following a period of instability. Leaders have made efforts to stabilize the environment and prioritize the well-being of both staff and students, which has been positively received by parents. The teaching of mathematics is highlighted as a strength, and recent updates to the curriculum aim to ensure a logical progression of knowledge from Reception to Year 6. However, there are still areas of the curriculum that require further development, particularly in early years and the wider curriculum, where specific knowledge expectations are not clearly defined. This lack of clarity results in assignments that may not be sufficiently challenging or focused.
Assessment systems are in place to monitor pupil learning, but they lack robustness, leading to gaps in knowledge not being accurately identified. This is particularly concerning for pupils with SEND, who may not receive the tailored support they need. The reading curriculum is well-structured, but inconsistencies in the delivery of reading activities and insufficient practice for younger readers hinder progress. The school recognizes the need for more frequent checks on reading abilities to ensure that all pupils, especially those struggling, can catch up effectively.
Behaviour in the school is generally good, with pupils learning to cooperate and settle into routines quickly. Older students serve as positive role models, and the school promotes a culture of support for those needing help with emotional management. The personal, health, social, and emotional education curriculum effectively teaches pupils about equality and diversity, and they engage thoughtfully in discussions about current issues.
The newly appointed governing board possesses the necessary expertise to fulfill its duties but currently lacks a strategic oversight of school improvement. Safeguarding measures are effective, ensuring a safe environment for all pupils. To improve, the school must refine its wider curriculum to provide precise knowledge outlines, enhance assessment practices to identify learning gaps accurately, and ensure that all pupils, particularly those needing additional support, receive the necessary resources to succeed. The leadership team must also work collaboratively with the governing body to establish a clear strategic vision for ongoing improvement.
