Callowell Primary School, located in Stroud, Gloucestershire, underwent an inspection on 11 and 12 October 2022, resulting in an overall effectiveness rating of inadequate. The quality of education was also rated inadequate, while behaviour and attitudes, as well as personal development, were deemed to require improvement. Leadership and management received an inadequate rating, and early years provision was similarly rated inadequate. This inspection followed a previous grade of requires improvement in January 2019.
The inspection highlighted significant challenges faced by the school’s leaders and governors, particularly their inability to focus on improving the quality of education. This lack of focus has led to unaddressed weaknesses within the school. Despite these challenges, staff reported feeling valued and trusted, and pupils expressed enthusiasm for the variety of clubs and activities available. Most parents and carers described the school environment as friendly and caring, with many pupils feeling happy and confident that their teachers would assist them with any issues. However, some concerns were raised regarding unkind behaviour among certain pupils.
The report indicated that weaknesses in leadership have resulted in an inadequate quality of education for some pupils. Inconsistencies across the school have gone unrecognized by leaders, and the support provided to disadvantaged pupils, including those with special educational needs and disabilities, is poorly organized. Expectations for these pupils are not sufficiently high, leading to inadequate support and guidance in their learning.
The school has not made the necessary improvements since the last inspection, with declines noted in curriculum implementation, particularly in early years and for pupils with special educational needs. Leaders have not clearly identified priorities for improvement, and there is a lack of monitoring regarding the implementation of the curriculum for all pupil groups. The introduction of a new phonics scheme has not been effectively checked for its impact on pupil learning, resulting in some pupils falling behind in reading.
While children in the pre-school experience a strong start, this support does not continue effectively into Reception, where the curriculum is unorganized and assessment practices are weak. Staff often fail to match work to pupils' abilities, leading to misconceptions that are not addressed. Most subject leaders are new to their roles and are still refining the curriculum, which has resulted in inconsistent learning experiences for pupils.
The school’s values of respect, kindness, trust, and honesty aim to foster a supportive environment, but pupils are less clear about distinguishing between friendship issues and bullying. The safeguarding arrangements are effective, with staff trained to identify and report concerns, and pupils are aware of safeguarding risks.
To improve, leaders must accurately identify weaknesses within the school and prioritize necessary improvements. There is a need for clarity in how and when actions will be implemented and monitored. Individual support for pupils with special educational needs must be more precise, and efforts should be made to ensure that pupils who fall behind in reading receive adequate support to catch up. The curriculum for Reception needs to be better organized and assessed to prepare children for their next steps in learning. Communication with parents regarding behaviour concerns must also be improved, alongside efforts to help pupils understand the differences between friendship issues and bullying. Overall, the school requires significant changes to enhance the educational experience for its pupils.
