Shaugh Prior Primary School, located in a friendly village setting in Plymouth, Devon, has recently undergone an inspection that has highlighted several areas for improvement. The school, which serves a small number of pupils, is organized into two mixed-age classes and has a higher-than-average proportion of students with special educational needs and disabilities. The inspection, conducted on 12 and 13 July 2022, resulted in an overall effectiveness rating of requires improvement, a decline from its previous good rating.
Pupils at Shaugh Prior enjoy a supportive environment where they form strong friendships and feel safe. The school promotes good behavior during lessons and at break times, with pupils generally reporting low instances of bullying. However, there are concerns regarding the treatment of students with special educational needs, as some older pupils exhibit a lack of tolerance towards their peers facing challenges. This has raised concerns among parents and highlights the need for a more inclusive school culture.
The school offers a variety of extracurricular activities, including clubs and sporting events, which contribute to a well-rounded educational experience. However, opportunities for student leadership are limited, and the school has been slow to address the shortcomings identified in the previous inspection. Staff absence has hindered progress in implementing improvements to the curriculum and teaching practices, resulting in pupils struggling to retain knowledge from their lessons.
In terms of academic performance, the teaching of reading has seen some positive developments, particularly for younger pupils who are making strong progress in phonics. However, comprehension skills remain underdeveloped, and pupils in both key stages do not demonstrate a secure understanding of various texts. The curriculum planning for subjects beyond English and mathematics lacks coherence, often failing to build on prior knowledge and moving too quickly to complex concepts. This has led to difficulties in knowledge retention among pupils.
Teachers are still adapting to new curriculum plans, and the impact of learning loss due to the COVID-19 pandemic is evident. While some pupils are catching up, there are still significant gaps in knowledge, particularly in subjects that are not taught effectively. The school has implemented a personal, social, and health education program, but it needs to enhance its focus on cultural diversity and the needs of pupils with disabilities.
Governance at the school has been identified as an area needing improvement, with governors not clearly articulating their vision and expectations. Despite this, staff report feeling supported and valued, although concerns about workload persist, particularly for those teaching multiple year groups. Leaders are aware of these challenges and are beginning to provide shared resources to alleviate some of the pressure.
Safeguarding measures are generally effective, with staff trained to recognize and respond to potential risks. However, there are lapses in pre-employment checks and risk assessments that need to be addressed to ensure the safety of all pupils.
To improve, the school must focus on enhancing reading comprehension skills, ensuring that staff are well-equipped to teach the curriculum effectively, and tightening safeguarding arrangements. Additionally, fostering a culture of respect and understanding for all pupils, particularly those with special educational needs, is essential for creating an inclusive environment. Overall, while Shaugh Prior Primary School has strengths, significant work is needed to address the areas identified for improvement to ensure that all pupils receive a high-quality education.
