St Nicholas CofE (VA) Primary School and Nursery in Stevenage, Hertfordshire, was inspected on 22 and 23 February 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision. The previous inspection in February 2020 had rated the school as good.
Pupils at St Nicholas are reported to be happy and feel safe, with a strong sense of community fostered by shared values. They support and include one another, celebrating their diverse backgrounds. The behavior of pupils is generally good, with effective listening and rare instances of bullying, which are promptly addressed by staff. Pupils appreciate the opportunities to participate in school life, taking on responsibilities such as prefects and digital leaders.
While children in the early years make a strong start, settling quickly and developing essential skills, inconsistencies in the quality of education across subjects and classes lead to gaps in knowledge as pupils progress through the school. Leaders have designed a curriculum outlining important knowledge, and in some subjects, additional guidance has been provided to staff. For instance, in computing, resources and activities are well-identified. However, this level of support is not consistent across all subjects, resulting in variations in educational quality.
Recent changes in the teaching of phonics have been positively received, with staff generally teaching phonics effectively and providing necessary support for pupils struggling with reading. However, the reading curriculum in key stage two lacks coherence, leading to a varied reading experience for older pupils. Leaders need to ensure that the reading curriculum is well-planned and that staff are equipped to deliver it effectively.
In the early years, the curriculum is well-structured, building on children's existing knowledge and fostering vocabulary development through rich discussions and storytelling. Pupils with special educational needs and/or disabilities receive effective support, although they face the same curriculum deficiencies as their peers.
The school offers a range of extracurricular opportunities, including learning to play the violin and participating in trips that enrich the curriculum. Recent governance changes have introduced new co-chairs who are determined to support and hold leaders accountable, although this accountability is not yet fully realized across all curriculum areas.
Safeguarding arrangements are effective, with leaders conducting necessary pre-employment checks and ensuring staff are trained to identify and address pupil risks. The curriculum includes teaching on online safety, and clear systems are in place for recording concerns.
To improve, the school must address the inconsistencies in the reading curriculum for key stage two and ensure that the planned curriculum is taught and assessed effectively across all subjects. Leaders need to provide precise guidance and support to staff to address gaps in pupils' knowledge and misconceptions. Additionally, a robust approach to monitoring the curriculum is necessary to ensure accountability and improvement in educational quality. The governing body must also enhance its ability to hold staff accountable for the quality of education provided.
