Sheering Church of England Voluntary Controlled Primary School, located in Bishop's Stortford, Hertfordshire, underwent an inspection on January 24 and 25, 2023. The overall effectiveness of the school was rated as requiring improvement, which reflects several areas needing attention. The quality of education, behavior and attitudes, leadership and management, and early years provision were all assessed as requiring improvement, while personal development was rated as good. This inspection marked a significant change from the previous inspection in December 2019, where the school was rated as good.
Pupils at Sheering School are described as friendly and welcoming, eager to share their thoughts and celebrate their achievements. They generally enjoy learning and strive to complete their tasks. However, the inspection revealed that when teaching is not well planned or when instructions are unclear, pupils struggle to understand what is expected of them. This inconsistency in teaching quality leads to varied levels of achievement among students. Teachers are noted to have low expectations for pupil behavior, which contributes to a lack of focus during lessons. Many pupils talk over one another, making it difficult for teachers to maintain effective teaching and for students to develop good listening skills.
The school has implemented a curriculum based on the national framework, incorporating themes and big questions that engage pupils. However, the documentation for some subjects lacks detail, leaving teachers uncertain about the specific knowledge pupils need to acquire. This gap in clarity results in pupils not fully grasping the material, and teachers often do not adjust their teaching methods to meet the diverse needs of students in mixed-age classes. Consequently, some pupils find the work too easy, while others struggle to keep up.
In terms of early reading and phonics, the school prioritizes these areas, providing regular practice and support for pupils who fall behind. While pupils enjoy reading and have access to books that match their phonics knowledge, the lack of good listening skills during phonics lessons hampers the pace of learning. Additionally, pupils with special educational needs and disabilities receive support through learning plans, allowing them to learn alongside their peers.
The early years provision is characterized by engaging environments and attentive staff, ensuring children feel safe and well cared for. However, as children develop independence, some require more adult support to remain focused on tasks. The school promotes understanding of discrimination and encourages pupils to advocate for themselves and others, although some pupils do not demonstrate age-appropriate social skills.
Leadership and governance have established development plans to address identified weaknesses, but there is a lack of effective monitoring to ensure these plans lead to meaningful improvements. Governors do not consistently hold leaders accountable for the quality of education, which hinders progress. Staff well-being is prioritized, and teachers feel supported by leadership.
Safeguarding measures are effective, with staff receiving up-to-date training and understanding their responsibilities in reporting concerns. The designated safeguarding lead ensures that pupils receive necessary support, including from external agencies when needed.
To improve, the school must enhance curriculum plans to clearly outline the knowledge pupils need to learn and ensure that teachers regularly assess understanding to adapt their teaching. Expectations for behavior must be raised, and a consistent approach to behavior management should be implemented across the school. Additionally, leaders and governors need to establish effective monitoring systems to hold each other accountable for the quality of education provided.
