St George’s Beneficial Church of England Primary School in Portsmouth has undergone an ungraded inspection on 23 and 24 January 2024. The overall judgement remains good, but evidence suggests that the school may not achieve the same rating if a graded inspection were conducted now. The next inspection will be graded. The school environment is welcoming, with pupils displaying happiness and pride in their school. They receive thoughtful support from staff and engage positively with visitors. The school fosters a sense of community, encouraging pupils to play a constructive role in society and to embrace diversity.
Despite the strengths in pastoral care, there are concerns regarding academic expectations. The school has not consistently maintained high standards across all year groups, leading to insufficient progress in reading and mathematics. While pupils exhibit good learning habits, they are not excelling in essential skills necessary for their future education. The school provides valuable experiences, including trips to museums and engagement with the arts, which begin in early years and support personal and social development.
New leadership has initiated improvements aimed at raising aspirations and standards. The interim headteacher has quickly identified areas needing enhancement to ensure pupils receive a quality education. The governing body acknowledges past challenges, particularly with a fluctuating pupil population, and new governors are equipped to support necessary improvements. However, there is a need for deeper analysis of how well pupils are learning the curriculum to ensure they acquire the required knowledge and skills.
The curriculum requires further development, particularly in English and mathematics, where it lacks ambition. This has resulted in low academic outcomes for many pupils. Although changes are underway to enhance the educational experience, it is still early to assess their impact. A clearer understanding of the curriculum as a continuous journey from early years to Year 6 is emerging, but it does not yet adequately outline the knowledge pupils need or the best sequence for learning.
Recent efforts to improve teaching strategies are beginning to yield results, with teachers’ explanations helping pupils retain knowledge. However, there is a tendency for pupils to repeat work they should already understand, leading to a backlog in their academic readiness for secondary school. Reading is prioritized, but the approach to teaching reading in early years and key stage 1 is overly complex, hindering fluency development. The school recognizes the need to revise its English curriculum to ensure pupils master reading and writing fundamentals early.
Assessment practices are in place to monitor pupil progress, but they do not effectively identify gaps in knowledge. While the school collects extensive assessment data, some checks do not focus sufficiently on what pupils have not learned. Communication among staff supports the identification of pupils with special educational needs, ensuring they receive appropriate support.
The school emphasizes the importance of regular attendance and has effective systems to encourage this. Consistent routines allow for focused learning, and pupils demonstrate respect and celebrate diversity. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school must address the identified areas for improvement in its curriculum and assessment practices to enhance the educational outcomes for its pupils. The commitment to ongoing development and the establishment of high expectations will be crucial in preparing pupils for their future educational journeys.
