St Mary's Fields Primary School in Leicester underwent an inspection on January 11 and 12, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, and early years provision received a Good rating. Leadership and management were found to require improvement as well. The school has a history of needing improvement, as indicated by its previous inspection grade.
Pupils at St Mary's Fields Primary School embody the values of being safe, motivated, and friendly, thriving in an inclusive and supportive environment. They express enjoyment in their learning experiences and appreciate the friendships they have formed. New students, particularly those from different countries, report feeling welcomed. Positive relationships between pupils and staff are evident, with parents noting that staff go above and beyond to nurture and support their children. Pupils feel safe and understand the high expectations set for their behaviour, which they generally meet. They are aware of whom to approach if they have concerns, ensuring a supportive atmosphere.
Despite the positive environment, some teachers do not maintain high expectations for academic achievement, leading to gaps in pupils' knowledge across various subjects. This inconsistency affects the depth of understanding that pupils develop in their studies. However, the school offers a variety of clubs and activities, such as Vitamin P club and chess club, which help pupils develop leadership skills through participation in the eco-committee and school council.
Leaders have established clear learning objectives across subjects, but not all teachers adhere to these plans consistently. Some teachers alter the order of the curriculum, which can hinder pupils' understanding over time, particularly in mathematics. In the early years, staff effectively implement the curriculum, preparing children well for Year 1. While some teachers check pupils' understanding effectively, this practice is not uniform across the school, leading to missed opportunities to address knowledge gaps.
The school has adopted a phonics programme that supports pupils in learning to read, with staff ensuring that reading materials align with the sounds pupils have learned. This approach fosters a love for reading and helps pupils develop fluency and confidence. Additionally, the school identifies pupils with special educational needs and disabilities (SEND) promptly, providing some with personalized support. However, not all pupils with SEND receive the necessary assistance, which can result in missed learning opportunities.
Leaders have developed a comprehensive personal, social, health, citizenship, and economic education programme that covers essential topics such as relationships and identity. Pupils engage in discussions and debates, enhancing their understanding of various issues. Behaviour management is consistent, and pupils enjoy recognition for their achievements in weekly assemblies. However, outdoor spaces can be chaotic, and leaders do not analyze behaviour trends effectively, which limits their ability to identify pupils needing additional support.
Recent changes in the senior leadership team have prompted leaders to identify areas for improvement, although clarity regarding responsibilities remains an issue. Governors support the school's vision but have not consistently challenged leaders regarding curriculum quality. The safeguarding arrangements are effective, with a culture of shared responsibility among staff. Leaders ensure that safeguarding training is up to date and that pupils are educated on safety, including online safety.
To improve, leaders must ensure that teachers consistently deliver the curriculum as intended, enabling pupils to develop a thorough understanding of their subjects. Additionally, support for pupils with SEND needs to be more targeted, and leaders should enhance their monitoring of curriculum quality to identify specific areas for improvement effectively.
