Holy Apostles’ Church of England Primary School in Cheltenham underwent an inspection on February 25-26, 2020, and received an overall effectiveness rating of good. The school has maintained a good standard of education, although it previously held an outstanding rating in 2012. The change in rating reflects the current inspection framework and the developments within the school since the last inspection. The school had not been inspected for eight years, which is longer than the typical five-year interval, due to legislative changes that exempt outstanding schools from routine inspections.
Pupils at Holy Apostles’ enjoy their time at school and demonstrate good attendance. They develop into well-mannered and reflective individuals, feeling a strong sense of belonging within the church school environment. The school’s values are actively lived out by the pupils, who particularly appreciate events such as science weeks, musical activities, and sporting events. Lunchtimes are generally enjoyable, with sports leaders assisting younger pupils. While staff are responsive to behavioral issues, there are instances where quicker intervention could enhance the overall experience.
Academically, pupils achieve well in reading, writing, and mathematics by the time they transition to secondary school. The curriculum offers a broad range of subjects, although some pupils express a desire for deeper knowledge in certain areas. Inspectors noted that while pupils work hard and complete assigned tasks, the depth of knowledge and skills in every subject is not consistently developed, which can hinder academic excellence.
The leadership team is committed to ensuring that pupils learn foundational skills effectively. Recent efforts have focused on improving writing, vocabulary, and spelling, which have positively impacted pupils' writing abilities. However, the writing curriculum does not fully support pupils in excelling. The headteacher is well-respected, and leaders are actively involved in the school community, providing strong support and care for pupils, which contributes to their character development.
Despite the positive aspects, there are areas for improvement. Leaders have not consistently monitored the implementation of the curriculum across all subjects. They are currently working to enhance the curriculum on a subject-by-subject basis, but it is still in the early stages. While curriculum plans include appropriate content, the depth of knowledge required in some subjects, such as science, remains superficial. This affects the ability of some pupils to retain and apply their knowledge effectively.
In mathematics, teachers utilize their subject knowledge to create engaging lessons that meet pupils' needs, resulting in accurate completion of tasks. However, pupils do not feel the same level of challenge in all subjects. Younger pupils demonstrate strong phonics skills, but there are gaps in the reading curriculum that can hinder comprehension, particularly as they progress to higher year groups.
The school has effective safeguarding arrangements in place, ensuring that staff are trained to keep pupils safe. The pastoral support leader is familiar with families and provides effective assistance. Overall, while the school has made significant strides in many areas, it must continue to refine its curriculum planning and implementation to ensure that all pupils achieve their full potential. The governing body needs to hold leaders accountable for the curriculum's effectiveness, ensuring that all pupils gain the depth of knowledge necessary for success.
