Smannell and Enham Church of England Primary School in Andover, Hampshire, underwent an inspection on May 21 and 22, 2024, resulting in an overall effectiveness rating of inadequate. The quality of education was deemed to require improvement, while behaviour and attitudes were rated inadequate. Personal development, leadership and management, and early years provision also required improvement. This marked a significant decline from the previous inspection, which rated the school as good.
The inspection revealed that pupils' learning is frequently disrupted by poor behaviour, with staff inconsistently applying the school's behaviour policy. Despite recent support from an interim leader and external agencies, long-standing issues remain unresolved. However, pupils reported feeling safe and are aware of the school's values, which include love, courage, and reverence. Attendance rates are satisfactory, with the school actively engaging families to support regular attendance.
Expectations for pupil achievement are not sufficiently high, and the school has not acted with urgency to enhance learning outcomes since the last inspection. Although there have been some positive changes, such as improvements in phonics instruction, many pupils, including those in early years, are not adequately prepared for their next educational stages. Staff training has had some impact, particularly in safeguarding and early reading, but broader curriculum training has been limited. Subjects like mathematics, history, and art have ambitious curricula, yet staff lack secure subject knowledge, leading to inconsistent implementation.
Pupils who struggle with reading do not catch up quickly enough, resulting in some being below expected levels. Recent phonics outcomes were significantly below national averages, although improvements in teaching methods are beginning to show positive results. The school has developed a more systematic approach to teaching reading, with staff effectively checking pupil progress and providing additional support where necessary.
The provision for pupils with special educational needs and disabilities has some positive aspects, with the school identifying barriers to learning and adapting the curriculum accordingly. Collaboration with external agencies is also evident. However, in early years, expectations for children's behaviour are not consistently reinforced, and vocabulary development is not effectively supported. Consequently, children do not achieve as well as they should across the seven areas of learning.
Pupils' personal development is limited in certain areas, although the school has plans to enhance this provision. While pupils understand online safety and mental health, their knowledge of healthy eating and British values is not secure. They struggle to articulate their understanding of different faiths and beliefs, although they enjoy discussing topical issues and participating in trips and clubs.
The safeguarding arrangements at the school are effective. However, the school must ensure that all staff consistently promote high standards of behaviour and that the governing body acts decisively to address weaknesses, particularly in pupil behaviour. The personal development programme needs to be more comprehensive to ensure pupils develop essential qualities for success in school and society. Additionally, the school must improve assessment approaches and staff subject knowledge to enhance curriculum implementation and overall pupil achievement.
