Medlar-with-Wesham Church of England Primary School is characterized as a welcoming and friendly environment where positive relationships flourish among staff and pupils. The school promotes values of equality and diversity, creating a sense of belonging for all students. The inspection highlighted that pupils, including those with special educational needs and disabilities, are beginning to benefit from the higher expectations set by school leaders. Early years education is particularly strong, with children achieving well and being well-prepared for the transition to key stage one. However, this positive foundation is not consistently built upon as pupils progress through key stages one and two, leading to uneven achievement in some subjects.
The report indicates that while pupils generally exhibit good behavior and feel safe, there are areas for improvement in the curriculum. Leaders have started to develop a broad and balanced curriculum across years one to six, but clarity regarding what pupils should learn and when is lacking in certain subjects. This inconsistency hampers the ability of teachers to build pupils' understanding over time. In subjects like writing and mathematics, leaders have established clear expectations, resulting in good achievement. However, in other areas, the curriculum is still in development, and teachers struggle to assess what pupils have learned effectively.
Reading has been prioritized following disappointing results in the 2022 key stage two reading tests. The school has implemented a phonics program that begins in Reception, allowing pupils to read books that align with their learning. While many pupils are making progress, those who fall behind are not always identified and supported promptly, which affects their reading fluency and confidence.
The school’s leadership, including governors, is becoming more aware of its strengths and areas needing improvement. However, frequent leadership changes have hindered progress and led to inconsistencies in curriculum design and delivery. Despite these challenges, staff feel supported in managing their workload and well-being, and they take pride in their work at the school.
Pupils demonstrate respect and politeness towards each other and adults, contributing to a calm and orderly atmosphere in classrooms. The provision for personal development is integrated into school life, with pupils participating in various trips and community activities. They engage in charitable efforts, which helps them understand the importance of helping others.
The safeguarding arrangements are effective, with staff receiving regular training to recognize signs of abuse and neglect. Pupils are educated on safety topics, including road safety and online safety, ensuring they know whom to approach if they have concerns.
To improve, the school must ensure that pupils who struggle with phonics receive timely support to catch up. Additionally, leaders need to clearly define the key knowledge for each subject and the sequence in which it should be taught. This clarity will help teachers assess pupil learning more effectively and address gaps in knowledge promptly. Overall, while the school has strengths, particularly in early years education and personal development, it requires improvement in curriculum consistency and support for struggling readers.
