Ann Cam Church of England Primary School, located in Dymock, Gloucestershire, was inspected on 12 May 2022. The outcome of this inspection confirmed that the school maintains its overall judgement of good. However, the evidence gathered during the inspection indicated that the current grade might not be as high if a full inspection were conducted at this time. Consequently, the next inspection will be a full section five inspection.
Pupils at Ann Cam Primary School express enjoyment in attending this vibrant institution, which plays a significant role in its community. They feel safe and happy within the school environment, fostering positive relationships with one another. The pupils demonstrate kindness and respect, and they are enthusiastic about their interactions with staff members. Parents and carers have overwhelmingly positive views regarding the staff's efforts, appreciating the school's effective communication and openness.
In terms of academic performance, pupils excel in early reading and science. However, the quality of education varies across different subjects, indicating areas for improvement. Behaviour within the school is generally good, contributing to a calm atmosphere where pupils exhibit positive attitudes towards their learning. They are well-informed about safety, both in school and online, and report that instances of bullying are rare. Pupils feel confident that staff will assist them should any issues arise.
The school offers a variety of outdoor activities, which pupils find engaging. They particularly enjoy learning in the woodland area, the polytunnel, the outdoor gym, and the swimming pool. A buddy system connects older and younger pupils, promoting a sense of community. Daily worship sessions are also a highlight, bringing the entire school together.
The interim executive headteacher has quickly familiarized herself with the school community and has identified areas needing improvement. While leaders have made strides in strengthening the curriculum, further work is necessary. The curriculum is more developed in certain subjects than in others, and the systems for monitoring its delivery are still in the early stages. This uncertainty affects leaders' understanding of the curriculum's impact on pupils' learning.
In science, for instance, leaders have clearly outlined what teachers should cover and when, allowing for a coherent progression in learning. However, in other subjects, the curriculum lacks clarity regarding essential content, which can hinder pupils' depth of knowledge and understanding. This inconsistency particularly affects mathematics, where some pupils do not achieve their full potential.
Most subject leaders possess strong curriculum expertise and effectively support teachers in enhancing their subject knowledge. However, some leaders require further training to fulfill their roles effectively. Younger children entering the school through Little Daffodils preschool or the Reception class receive a solid start to their education. They quickly adapt to routines and begin learning immediately, with phonics instruction commencing from the start of Reception.
Pupils are provided with books that align with the phonics they are learning, contributing to their reading success. Most pupils make good progress in the phonics curriculum, and they are encouraged to read at home, working towards becoming 'reading legends.' The well-stocked library and the opportunity to earn tokens for a book vending machine are appreciated by the pupils, who are well-supported in their reading endeavors.
Teachers effectively support pupils with special educational needs and disabilities (SEND). Leaders maintain precise information about these pupils and ensure that their everyday provision is appropriate. Staff receive adequate training to assist pupils with SEND, and plans for these pupils are created in collaboration with parents, with regular reviews to assess their effectiveness. As a result, pupils with SEND achieve well and feel successful.
While most pupils behave well during lessons and throughout the school day, a small number struggle to maintain focus. The governing body is well-informed about the school, recognizing its strengths and areas for development. They provide a balanced mix of support and challenge to school leaders, while also being mindful of staff wellbeing and workload.
The safeguarding arrangements at Ann Cam Primary School are effective. All staff undergo annual safeguarding training, and leaders are trained in safer recruitment practices. Staff are knowledgeable about the procedures to follow if a pupil is at risk, and robust measures are in place to address safeguarding concerns. Pupils feel safe and comfortable discussing any worries with staff members.
To improve, leaders need to establish systems to monitor the curriculum's delivery effectively, ensuring that it meets the needs of all pupils. Additionally, subject leaders should receive the necessary support to develop expertise in their areas of responsibility. Finally, teaching practices should be enhanced to deepen pupils' knowledge and understanding across all subjects, particularly in mathematics.
