Ofsted conducted a monitoring inspection of Huxley CofE Primary School on 18 July 2023, following its previous inspection in March 2022, which deemed the school to require special measures. The findings indicate that while progress has been made, the school remains inadequate and still requires special measures. The leadership team has implemented several changes aimed at improving the school, but further work is necessary to fully address the areas of concern.
During the inspection, discussions were held with the headteacher, staff, members of the interim executive board, and representatives from the local authority and diocese. The inspection included classroom visits, pupil interactions, and a review of students' work and various documents. The school has seen changes in staffing, including the addition of a new teacher and a special educational needs coordinator, which has positively impacted the support for pupils with special educational needs and disabilities.
The local authority acted promptly after the last inspection to replace the governing body with an interim executive board composed of members with relevant experience. This board has been instrumental in ensuring that statutory duties are met, particularly regarding safeguarding. The collaboration between the headteacher and the IEB has fostered a clear vision for the school, with staff understanding their roles in achieving this vision. Parental feedback has been largely positive, with many expressing satisfaction with the support their children receive.
Significant efforts have been made to address weaknesses in the curriculum. The headteacher has redesigned the curriculum to better suit the unique context of the school, providing structure and purpose to students' learning experiences. The curriculum now includes a full range of national curriculum subjects, and teachers have received training to enhance their subject knowledge. However, the implementation of the curriculum is still in its early stages, and students have not yet developed a comprehensive understanding across all subjects.
Reading has been a focus area, with initiatives introduced to foster a love of reading among students. Pupils now have access to a variety of high-quality reading materials and participate in regular reading activities with adults. The school has created inviting reading spaces, contributing to a positive reading culture among students.
Improvements have also been made in the early years curriculum, with a redesigned learning environment that meets children's developmental needs. The curriculum for key stages one and two has been aligned to build on early years learning, ensuring that children acquire the necessary knowledge for future success. However, staffing instability has posed challenges in fully realizing these improvements.
The leadership structure has been strengthened, with appointed leaders for each curriculum area receiving training and development opportunities. This has led to a better understanding of their roles and responsibilities, although further development is needed to enhance oversight of pupil learning.
Support for pupils with special educational needs has been prioritized, with systems in place for early identification and effective support. Despite the challenges faced, staff morale remains high, with a focus on workload and well-being.
The IEB continues to provide essential support and challenge to the leadership team, ensuring that the school remains focused on improvement. The process of academisation is underway and has gained momentum, indicating a commitment to securing the school's future stability. Overall, while progress has been made, the school must continue to address the areas of concern to achieve the necessary improvements.
