Fordham All Saints Church of England Voluntary Controlled Primary School, located in Colchester, Essex, underwent an inspection on November 29 and 30, 2022. The overall effectiveness of the school was rated as inadequate, with several areas identified for improvement. The quality of education and behavior and attitudes were both rated as requiring improvement, while personal development was deemed good. Leadership and management were also rated inadequate, and early years provision requires improvement.
The school had previously been rated outstanding in its last inspection, which took place 14 years ago. Since then, the school was exempt from routine inspections until November 2020, resulting in a significant gap between evaluations. The current report reflects the changes that have occurred since the last inspection and is based on the current inspection framework.
Pupils generally enjoy their lessons, particularly in subjects like history and religious education. They demonstrate respect for diversity and appreciate opportunities to express their views. However, while most pupils behave well, there are inconsistencies in behavior management among staff, leading to disruptions in some lessons. Although pupils feel safe and know they can approach staff with concerns, the management of safeguarding issues has been found lacking, putting students at risk.
Leadership has not effectively ensured compliance with statutory duties regarding safeguarding. Records related to pupil concerns are inadequate, and there is insufficient follow-up on issues raised by staff. An improvement board has been established by the local authority to support governance, but monitoring of safeguarding processes remains weak.
The curriculum has been recently updated, but its implementation has not been managed effectively. Some teachers fail to adequately assess pupils' understanding, leading to gaps in knowledge and misconceptions. In early years, similar issues exist, with insufficient checks on what children know and can do, impacting their learning opportunities.
Subject leaders, particularly those new to their roles, have not identified issues in how teachers assess pupil understanding, resulting in a lack of support for staff in delivering the new curriculum. Recent changes to early reading instruction require further adaptation to meet the needs of all pupils, as some teachers struggle to engage all students during lessons.
Pupils with special educational needs and disabilities experience similar challenges as their peers, although targeted support from the special educational needs coordinator has been effective in some cases. New behavior management policies have been introduced, but inconsistencies in their application have led to disruptions in classes and during breaks.
Despite these challenges, leaders are making strides in promoting personal development. Pupils understand healthy relationships and enjoy opportunities for leadership roles, which help build their confidence and understanding of democracy.
The inspection highlighted serious weaknesses in safeguarding arrangements, with leaders failing to follow statutory guidance. Records are unclear and do not adequately detail how concerns are addressed. Leaders must ensure that all concerns are followed up appropriately and recorded accurately. Additionally, there is a lack of rigor in how governors monitor the curriculum and other school systems, which hampers their ability to support effective change.
Overall, the school faces significant challenges that require immediate attention to ensure the safety and educational success of its pupils. The inspection findings indicate a pressing need for improvement across various aspects of school management, curriculum delivery, and safeguarding practices.
