Soudley School, located in Cinderford, Gloucestershire, underwent an inspection on February 28 and March 1, 2023. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education, behavior and attitudes, personal development, and early years provision. However, leadership and management received a good rating. The previous inspection in April 2017 had rated the school as good.
Pupils at Soudley School express enjoyment in their educational experience and actively practice the school’s values of respect and tolerance. While the curriculum is improving, there are still notable weaknesses that hinder pupils' preparedness for future learning. Expectations from adults regarding pupils' achievements are not consistently high, leading to a lack of strong attitudes towards learning among students. Disruptions in learning are common, and some pupils do not take pride in their work, which is evident in the poor presentation of their assignments.
Despite these challenges, pupils report that bullying is rare and feel confident that any incidents would be addressed promptly by staff. The school fosters a safe environment, with strong relationships between adults and pupils. Leaders prioritize pastoral care, which aids in developing pupils' social and emotional resilience. Engagement with the local community is increasing, as evidenced by older pupils leading assemblies for local charities and organizing fundraising events.
Leadership at Soudley School has stabilized following a period of turbulence. The new executive leadership team has accurately assessed the school’s strengths and weaknesses, implementing actions that are beginning to improve the quality of education. However, leaders acknowledge that the educational standards are still not sufficient. The curriculum is broad, but monitoring of its delivery is inadequate, resulting in teachers lacking clarity on what to teach and when. This has led to difficulties in knowledge retention among pupils.
Learning outcomes are stronger in subjects like science and geography, where the curriculum is clearly defined and sequenced effectively. In contrast, early years learning does not consistently meet children's needs, and the learning environment requires enhancement. Access to diverse resources is limited, which affects the quality of education for younger children.
Reading is a priority for leaders, who have ensured that the library is stocked with high-quality texts. Pupils show enthusiasm for reading and enjoy listening to their teachers. However, the phonics program is not being delivered effectively, resulting in some pupils struggling to learn to read proficiently. Teachers' assessments of pupils' phonics knowledge are sometimes inaccurate, leading to mismatched reading materials that hinder fluency development.
Pupils with special educational needs and disabilities receive appropriate support, but the clarity of their learning targets is often lacking, which complicates support from staff and parents. Overall, pupils demonstrate positive behavior and cooperation during playtime and enjoy participating in school trips and community events.
Staff appreciate the support from leaders regarding their workload and well-being, and senior leaders provide opportunities for professional development. The governing body is receiving additional training to enhance their understanding of the school.
The safeguarding arrangements at Soudley School are effective, with a culture of vigilance established to ensure pupil safety. Staff are trained to recognize and address concerns, and appropriate checks are conducted for new staff. Leaders engage with external agencies when necessary to support pupils and their families.
To improve, the school must enhance the delivery of the phonics program, ensuring consistency and quality. The curriculum needs better design and sequencing in certain subjects to facilitate knowledge building. Additionally, early years staff require more training to provide meaningful learning experiences. Finally, all staff should consistently implement high expectations for pupil behavior to minimize disruptions and promote pride in their work.
