Berry Hill Primary School, located in Coleford, Gloucestershire, underwent an inspection on January 10 and 11, 2023. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all assessed as requiring improvement.
Pupils at Berry Hill Primary School feel safe and enjoy their time at school, with most attending regularly. The school offers a broad curriculum; however, many pupils experience gaps in their knowledge due to essential subject content not being taught early enough. While many students display good manners and engage politely with adults, there are inconsistencies in staff expectations regarding behavior. Some pupils exhibit careless behavior during lunchtime and can be overly chatty in class, with staff not always addressing these issues promptly. Although pupils report that bullying is addressed by adults, they note that resolutions can sometimes take time.
The school provides a variety of extracurricular activities, including sports, board games, and script reading, which pupils enjoy. Participation in community events, such as choir performances and lantern parades, is also a highlight for many students. However, certain aspects of the curriculum aimed at broadening pupils' horizons and fostering personal development are underdeveloped.
The new headteacher has a clear understanding of the weaknesses in the quality of education and is beginning to implement changes. Despite this, it is still early to see significant improvements. There are notable weaknesses in some subject curriculums, and teaching is not always tailored effectively for pupils with special educational needs and disabilities. Previously, leaders were slow to identify when pupils fell behind, but they are now accurately identifying gaps in knowledge. However, pupils, including those with special educational needs, have not yet achieved the depth of knowledge expected across the curriculum.
Leaders and governors are making progress in implementing positive changes. They are utilizing external advice to enhance staff subject knowledge in reading and mathematics and improve the content and sequencing of the curriculum. Governors are making strategic decisions, such as allocating additional funds to ensure staff have the necessary resources for effective teaching. The appointment of a headteacher with a strong understanding of effective curriculum design is also a positive step.
A new school-wide phonics program is being implemented, which is beginning to show positive results. Staff are ensuring that pupils' reading materials align with their phonics knowledge, and many pupils are keeping pace with the program this year. However, the English and mathematics curriculums have not been effective in ensuring that pupils learn at the appropriate times. Staff are working diligently to help pupils in the early years catch up in reading, writing, and mathematics, but some Year 1 pupils require additional support with letter formation and sentence writing. There is a lack of focus on developing speaking and early language skills, and while older pupils receive explicit instruction in spelling, punctuation, and grammar, some teaching sequences do not cover all necessary content for consistent writing proficiency.
Leaders expect staff to assess pupils' knowledge and understanding throughout the curriculum. However, teaching does not always build on a clear understanding of what pupils know, and misconceptions are not addressed promptly, particularly for pupils with special educational needs. The Life Skills Curriculum provides pupils with knowledge about maintaining mental and physical health, but the curriculum for understanding different faiths and cultures is limited. The curriculum aimed at teaching protected characteristics is still developing.
Historically, governors have not ensured that policies and systems are consistently implemented, nor have they effectively challenged the root causes of weaknesses in pupil performance and behavior. Recently, however, governors have been working transparently with leaders to take swift action to address these issues.
The safeguarding arrangements at Berry Hill Primary School are effective, with up-to-date staff training and strong pastoral support for vulnerable pupils. Staff are knowledgeable about reporting concerns regarding pupil safety. While some areas of safeguarding could be improved, such as record-keeping, the overall safeguarding culture remains strong. The curriculum includes lessons on healthy relationships and online safety.
To improve, leaders must fully implement effective English and mathematics curriculums, ensuring that all staff consistently teach these subjects well. There are weaknesses in the curriculum for pupils with special educational needs, and leaders must ensure that teaching is adapted to meet their needs. Additionally, teaching must address misconceptions promptly and build on what pupils need to know next across the curriculum. High expectations for pupil behavior must be maintained consistently, and record-keeping related to behavior and well-being must be strengthened.
