Marston Montgomery Primary School, located in Ashbourne, Derbyshire, underwent an inspection on November 7 and 8, 2023. The overall effectiveness of the school was rated as requiring improvement, which reflects ongoing challenges in the quality of education provided. The school has previously received the same rating during its last inspection in January 2020.
Pupils at Marston Montgomery Primary School express enjoyment in attending school and feel safe within its environment. They report that staff are approachable and supportive when they have concerns. The behavior of pupils is commendable, with a calm atmosphere observed throughout the school. Respectful interactions among students are evident, and they demonstrate an understanding of fairness and the importance of respecting differences. Parents and carers generally hold positive views about the school, with many acknowledging the dedication of the teachers to their children's success.
The school offers various responsibilities for pupils, such as sports monitors and online safety ambassadors, which help them understand the importance of community involvement and charity work. While pupils can confidently discuss British values, their understanding of different world faiths is less secure. Enrichment opportunities are available, including residential visits, theatre outings, and sports clubs, which contribute to a well-rounded educational experience.
Despite recent improvements in staffing and curriculum, the implementation of these changes is not yet complete. Pupils sometimes struggle to grasp what they are expected to learn, leading to difficulties in recalling essential information. The school is making strides in enhancing its curriculum, with a focus on reading as a priority. The phonics program has been refined, and children begin learning phonics upon entering Reception Year. This approach has fostered reading confidence among pupils, including those with special educational needs and disabilities.
The early years curriculum has been recently redesigned to clarify learning expectations, but its implementation is still in progress. Consequently, some children may not be adequately prepared for their next educational stage. The ongoing review of the curriculum indicates that while some subjects have clear teaching guidelines, others lack specificity, resulting in gaps in pupils' knowledge.
Support for pupils with special educational needs is improving, with appropriate identification of their needs and collaboration with external professionals. However, some pupils still face challenges in accessing the full curriculum. The personal, social, and health education curriculum effectively promotes well-being, yet knowledge of diverse faiths and cultures remains limited among pupils.
Attendance is generally good, and the school emphasizes the importance of regular attendance to parents. Staff collaboration has been strong in implementing recent changes, and they appreciate the support provided for their well-being and workload management. Governors are actively engaged in monitoring the school's improvement priorities and receive support from the local authority and a multi-academy trust.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. However, there are areas identified for improvement, particularly in ensuring that all subject leaders have the necessary knowledge and skills to effectively lead their areas. Teachers need to better consider the needs of pupils with special educational needs when planning lessons, and there is a need for a more comprehensive understanding of different religions and cultures to prepare pupils for life in modern Britain. Overall, while the school is on a path to improvement, further work is required to enhance the quality of education and ensure all pupils achieve their potential.
