Ofsted conducted a monitoring inspection of Stower Provost Community School on June 11, 2024, following three consecutive judgments of requires improvement. The purpose of this inspection was to assess the progress made by the school since its last graded inspection, rather than to assign an overall effectiveness grade. The inspection involved discussions with the headteacher, senior leaders, staff, governors, and local authority representatives, as well as classroom visits and a scrutiny of student work.
The inspection found that while the school has made progress, further work is needed for it to achieve a good rating. There has been some unavoidable instability in staffing since the last inspection, but the leadership has managed this effectively, maintaining a focus on educational quality. Significant improvements have been made to the curriculum, particularly in reading. The school has implemented a well-structured phonics program that has positively impacted students across all year groups. Staff assessed every pupil before the program's implementation, identifying gaps in phonics knowledge and ensuring that students received tailored support. As a result, most key stage two pupils have acquired the necessary knowledge, and younger children are progressing through the program as expected, demonstrating confidence in their reading abilities.
In the wider curriculum, the school has clearly defined the key knowledge it aims for students to learn, ensuring that it is sequenced coherently. This approach allows for meaningful assessment of student knowledge. However, there is still work to be done to ensure that the identified 'sticky knowledge' is precise across all subjects, which will enhance the existing curriculum design. Students are producing high-quality work, reflecting the school's raised expectations. For instance, Year two pupils in design technology have successfully created clothing items using various stitches and tools, including sewing machines. A challenge remains in addressing knowledge gaps for older pupils who have not yet experienced this rigorous curriculum.
Subject leadership has strengthened, with leaders actively evaluating curriculum implementation. The current focus is on ensuring that knowledge and skills are taught as intended. The school recognizes the need to identify effective teaching strategies that will support all students in their learning. Governors have also improved their effectiveness, demonstrating a strong understanding of the school's strengths and weaknesses. Enhanced information-gathering practices have enabled governors to prioritize relevant discussion topics and ask insightful questions that challenge and support school leaders. This inclusive approach has made staff feel valued in the improvement process.
The school has effectively utilized external support to enhance its understanding of curriculum design and sequencing. This assistance has bolstered the school's capacity to evaluate the implementation and impact of its curriculum developments. Overall, while Stower Provost Community School has made commendable strides in improving its educational offerings, continued efforts are necessary to ensure that it meets the standards required for a good rating. The school is on a positive trajectory, with a clear understanding of the next steps needed to further enhance student learning and achievement. The commitment of the leadership team, staff, and governors to ongoing improvement is evident and will be crucial in the school's journey toward excellence.
