Calton Primary School, located in Gloucester, underwent an inspection on December 7 and 8, 2021. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was noted as requiring improvement, while behavior and attitudes, personal development, leadership, and management, as well as early years provision, were rated as good.
The inspection highlighted that school leaders have made progress in addressing weaknesses in English identified in the previous inspection and have strengthened the mathematics curriculum. However, the quality of education in other subjects remains less effective, leading to gaps in pupils' learning across various subjects. Despite these challenges, pupils expressed happiness and a sense of safety at school, feeling comfortable approaching trusted adults with any concerns. The school prioritizes mental health and emotional well-being, with initiatives such as teaching breathing techniques to help pupils manage their emotions.
Pupils generally follow school rules and staff employ a restorative approach to behavior management, which has proven effective in resolving issues. Incidents of bullying are reported as rare, and pupils are confident in the staff's ability to address concerns fairly and promptly. The school promotes personal development through assemblies and the curriculum, with initiatives like a pupil parliament that encourages understanding of democracy and responsibility.
Leaders have raised expectations for pupils, particularly in English and mathematics, and have implemented a sequenced curriculum to ensure mastery of basic skills. This has resulted in noticeable improvements, such as pupils recalling calculation facts quickly. However, the redesign of the curriculum in other subjects is still in its early stages, and there is a need for clearer guidance on the knowledge and skills pupils should acquire.
Teachers regularly assess pupils' learning in core subjects, which helps in planning and adapting lessons. However, assessment practices in other subjects are less effective, leading to uncertainty about pupils' progress in those areas. The school has revamped its reading approach, successfully implementing a phonics program that begins in the playgroup. Staff effectively identify pupils needing additional support, and there is a strong emphasis on reading for pleasure, with pupils expressing enjoyment in discussing their class texts.
Staff demonstrate secure subject knowledge in mathematics and physical education, breaking down learning into manageable steps. The school places significant importance on pastoral support, addressing the needs of pupils experiencing trauma and anxiety, particularly in the wake of the COVID-19 pandemic. Training for staff on supporting pupils with special educational needs is also prioritized, ensuring that all pupils can access the same curriculum.
Beyond the curriculum, the school offers a variety of extracurricular activities, promoting good citizenship through charity involvement. Pupils understand the importance of healthy choices and are confident discussing British values, emphasizing acceptance and respect for diversity.
The safeguarding arrangements at Calton Primary School are effective, with leaders and governors taking their responsibilities seriously. Staff are trained to identify and report concerns, and there is a strong culture of vigilance. Pupils learn about safety through the curriculum, understanding who to talk to online.
To improve, the school needs to clearly map out the knowledge and skills required in some subjects to address gaps in pupils' understanding. Additionally, assessment systems in the wider curriculum need further development to ensure effective monitoring of pupils' learning. Overall, while there are areas for improvement, Calton Primary School demonstrates a commitment to enhancing the educational experience for its pupils.
