Steeple Morden CofE VC Primary School, located in Hertfordshire, underwent an inspection on November 28 and 29, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as Requires Improvement. This marks a significant decline from the previous inspection, which rated the school as Good.
Pupils at the school generally display cheerful and polite behavior, often eager to assist in various activities, such as maintaining the school garden and library. However, there are instances of disruptive behavior during lessons, which can hinder the learning experience for others. While pupils are encouraged to voice their concerns about unkind actions, the measures in place to address these behaviors have not been entirely effective, leading to a negative impact on the overall learning environment.
The school offers limited extracurricular activities, which restricts opportunities for pupils to explore and develop their interests and talents. Although some pupils demonstrate strong motivation and articulate skills, achievement levels vary significantly among students. The school recognizes the need to implement strategies that ensure all pupils can achieve their best, regardless of their background or home support.
Leadership at the school is well-meaning but lacks the necessary strength and strategic oversight to effectively address the issues at hand. Some leaders have an overly positive view of the school's performance, which contributes to delays in resolving existing problems. Financial difficulties further complicate the situation, limiting the school's ability to acquire resources and provide adequate staff training. Despite these challenges, support from the local authority and diocese is helping to address the decline in standards.
The curriculum, including early years education, is underdeveloped and lacks clarity regarding the specific knowledge and skills pupils should acquire. The assessment system in place does not effectively inform teaching practices, leading to poorly planned lessons that do not meet pupils' learning needs. Consequently, some pupils struggle to apply their reading, writing, and mathematics skills effectively, resulting in persistent mistakes that hinder their progress.
The school has adopted a phonics program, which shows promise in improving reading skills when implemented effectively. However, inconsistent training and support for staff have led to uneven teaching quality. Not all pupils receive appropriate reading materials that align with their current learning, which can lead to frustration and a lack of enthusiasm for reading.
While attendance and general behavior are satisfactory, the school's approach to managing disruptive behavior is insufficient for a minority of pupils, leading to a negative impact on the learning environment. Pupils with special educational needs and disabilities receive a variable experience, although there are dedicated efforts to provide support through individualized plans.
The personal development program has strengths, particularly in fostering community ties through the church. However, there are gaps in pupils' understanding of diversity and difference, which can affect their interactions and behavior. Plans to broaden pupils' experiences are in place, but many initiatives have yet to be fully realized.
Overall, the school must strengthen its leadership and management to accurately assess its performance and implement effective strategies for improvement. A more precise curriculum is needed to guide teaching and learning, along with enhanced training for staff to support early reading initiatives. Additionally, a more effective behavior management strategy is essential to ensure a positive learning environment for all pupils.
