Slater Primary School, located in Leicester, has undergone a recent inspection that has highlighted several areas of strength and areas needing improvement. The inspection took place on 27 and 28 February 2024, and the overall effectiveness of the school was rated as requiring improvement. The quality of education was also rated as requiring improvement, while behaviour and attitudes, personal development, and early years provision were rated as good. Leadership and management were found to require improvement.
The school serves a diverse population of pupils from various backgrounds, and it strives to create an inclusive environment where students feel valued and safe. Pupils generally exhibit good behaviour and demonstrate kindness and respect towards one another. However, there is a noted lack of confidence among pupils regarding the values necessary for life in modern Britain. The school prioritizes pupil safety and encourages students to raise concerns, ensuring they feel supported by staff.
Despite the positive aspects of the school environment, the quality of education is inconsistent. The school has not implemented thorough checks on pupils' learning, leading to some students struggling to recall the curriculum effectively. While there are enrichment opportunities available, including clubs and curriculum-linked visits, the overall educational experience varies significantly among pupils.
Leadership changes have contributed to a more stable environment, but the curriculum in some subjects is not sufficiently developed. Subject leaders are still in the early stages of their roles, which hampers their ability to evaluate educational quality and implement necessary improvements. The school does not consistently assess what pupils know and can do, resulting in some students working on tasks that do not match their abilities. This lack of tailored instruction can hinder the depth of knowledge that pupils acquire.
In the early years, the school provides a well-organized and engaging environment that fosters children's learning. Activities are designed to maintain high levels of interest, and children are encouraged to share and take turns. Phonics instruction begins in the Reception Year, and staff work to develop strong listening skills among the youngest learners. However, there are instances where phonics lessons are not delivered effectively, which can impede some pupils' reading progress.
Attendance remains a concern, with some pupils missing significant amounts of learning, which affects their overall achievement. The school has implemented systems to improve attendance but must ensure these policies are fully embedded to address the issue effectively. The school has high expectations for pupils with special educational needs and disabilities, providing targeted support, but there is a need for better curriculum adaptation to meet the diverse needs of all learners.
The personal, social, and health education curriculum is well-structured, aiming to support pupils' well-being and prepare them for life in modern Britain. However, pupils lack confidence in discussing fundamental British values and equality. Most staff express pride in working at the school, and governors are supportive, recognizing areas for improvement.
The safeguarding arrangements at Slater Primary School are effective, ensuring that pupils' welfare is prioritized. The inspection has provided a clear framework for the school to build upon its strengths while addressing the areas that require improvement, particularly in leadership, curriculum development, and assessment practices. The school is encouraged to implement robust strategies to enhance attendance and ensure that all pupils receive a high-quality education that meets their individual needs.
