Ofsted conducted a monitoring inspection of Draycott Community Primary School on April 26, 2023, following two successive judgments of requires improvement. The inspection aimed to assess the progress made by the school since its last graded inspection. The findings indicate that while some progress has been made, further work is necessary for the school to achieve a good rating.
The leadership team, including the headteacher and senior leaders, has taken steps to improve the curriculum, which is now ambitious for all pupils, including those with special educational needs and disabilities. The new curriculum is in its first year of implementation and spans from early years to Year 6. It clearly outlines the knowledge and skills expected of pupils, and teachers are currently trialing this curriculum. However, there are challenges, as some pupils have gaps in their knowledge due to missed lessons during the COVID-19 pandemic. Teachers are working to ensure that the curriculum meets the needs of all pupils.
The planning process has been structured to build pupils' knowledge over time. For instance, when studying the Ancient Greeks, teachers connect prior learning about the Romans to help pupils retain information. This method has shown some success, but a consistent approach to lesson implementation is still lacking, which affects pupils' ability to recall essential knowledge. Consequently, some pupils struggle to remember what they have learned.
The school has prioritized vocabulary development, ensuring that important terms are included in lesson plans. For example, Year 6 pupils studying the transatlantic slave trade begin by learning key terms such as colonization and abolitionist. Teachers are following these plans closely, but assessments do not consistently determine whether pupils have grasped the critical knowledge outlined in the curriculum. The leadership team is trialing new assessment systems to identify clear next steps for pupils without overburdening staff.
Professional development for staff has been emphasized, with subject-specific training provided to enhance teachers' pedagogical and subject expertise. Subject leaders are actively monitoring what is being taught in each class to evaluate the effectiveness of the new curriculum. The school has also welcomed support from external agencies, including the local authority, to review the impact of the science curriculum.
Reading remains a significant focus, with early readers receiving high-quality support. The school ensures that reading materials are appropriately matched to pupils' levels, and staff are trained to support reading development. Pupils are encouraged to use phonics to decode unfamiliar words, and those falling behind receive targeted support.
The leadership team has begun to monitor the provision for pupils receiving pupil premium funding more closely, ensuring effective checks on attendance, progress, and achievement in intervention groups. Disadvantaged pupils are also encouraged to participate in extracurricular activities.
Overall, the leadership team has a clear understanding of the school's priorities and is committed to driving improvements. Staff morale is high, and there is a positive perception of leadership among the staff. New governors have contributed to enhancing the governing body's skills and expertise, and they are actively engaging with recommendations from an external review of their work.
While the school has made significant strides in recent months, there are still areas that require attention, particularly in communication with parents. Some parents have expressed concerns about communication from the school, and the leadership team is exploring ways to improve engagement with parents to foster better communication. The school is determined to continue its journey of improvement and is aware of the work that lies ahead.
