Billesdon Church of England Primary School, located in Leicester, underwent an inspection on March 7 and 8, 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 receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and early years provision.
Pupils at the school express enjoyment in their learning environment, feeling safe and happy. The staff fosters positive relationships with students, promoting a culture of mutual respect. Pupils are aware of bullying and feel confident that adults will assist them if needed. The school encourages positive interactions during playtime, and parents appreciate the care provided for their children. The school offers various extracurricular activities, including a gardening club, which pupils value.
Despite the positive aspects, the school faces challenges in delivering a well-developed curriculum across all subjects. Leaders have high expectations for pupil achievement, but the curriculum lacks proper sequencing in some areas. There is insufficient monitoring of how well pupils retain knowledge, which affects their learning progression. The school has experienced significant changes in leadership and staffing, compounded by the impact of the COVID-19 pandemic, which has hindered improvement efforts.
The headteacher has a clear vision for the school and has initiated several improvements to the curriculum. Some subject leaders have successfully identified essential knowledge and its sequence, providing teachers with the necessary resources and guidance. However, other subjects are still in the early stages of development, lacking clarity in expectations for both pupils and teachers. Notably, music has shown clearer curriculum planning, allowing pupils to develop their understanding of musical concepts from an early age.
Assessment practices in some subjects are not effectively utilized, leading to gaps in understanding and retention of knowledge. Leaders have accurately identified the needs of pupils with special educational needs and disabilities, ensuring they have access to the same curriculum as their peers. External agencies are involved to support pupils with complex needs.
In the early years, children are welcomed into a nurturing environment where they quickly adapt to routines and demonstrate good behavior. The early years curriculum is well-designed and effectively delivered, preparing children for their transition to Year 1. Staff have enhanced their skills in teaching early reading, enabling pupils to sound out letters and blend sounds confidently.
Pupils benefit from numerous opportunities for personal development, including educational visits to museums and participation in concerts. The school promotes diversity and prepares pupils for life in modern Britain, encouraging them to embrace different faiths and take on responsibilities within the school community.
Governors are dedicated to fulfilling their statutory duties and support the well-being of staff in managing their workload. The safeguarding arrangements are effective, with staff trained to identify and report concerns promptly. Pupils are educated on how to keep themselves safe, both physically and online.
To improve, the school must focus on clearly identifying and sequencing the essential knowledge that pupils need to learn in each subject. Subject leaders require further training to lead their areas effectively and provide the necessary support to colleagues. A consistent approach to assessment across all subjects is essential to accurately capture pupils' knowledge and skills, ensuring their learning needs are met.
