Eagle Community Primary School, located in Lincolnshire, underwent an inspection on May 8 and 9, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and early years provision also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, personal development, and leadership and management.
Pupils at Eagle Community Primary School express pride in their school, feeling safe and happy within its environment. They exhibit politeness, respect, and a strong sense of community, consistently meeting high behavioral expectations. The school has recently revised its vision and values, emphasizing perseverance, respect, integrity, diligence, and empathy. Leaders are working to raise expectations for pupil learning, including in the early years, and are beginning to fulfill the school's motto of small school, high flyers.
The school offers a variety of clubs, including choir, sports teams, and craft activities, which pupils enjoy. Leadership opportunities are available, contributing to memorable experiences for students. Parents and carers have noted positive changes, feeling more engaged with the school and recognizing improvements in teaching, facilities, and resources.
Despite these strengths, the school has faced challenges, particularly in leadership transitions. New leaders, including governors, have a clear understanding of the school's strengths and areas for development. Their self-evaluation and planning focus on the right actions to enhance the school's provision. Staff are beginning to benefit from training opportunities aimed at improving their teaching practices.
The curriculum is designed to enable pupils to achieve well, but there is a need for more consistent delivery, particularly for pupils with special educational needs and disabilities. The school is developing ambitious curriculums in core subjects like reading, mathematics, and science, but teachers do not always implement these effectively, impacting pupil learning. The wider curriculum offers opportunities across various subjects, but it lacks sufficient ambition, and the school has not clearly defined the knowledge and skills pupils should acquire over time.
Reading has been prioritized, with staff trained in a new phonics scheme. Pupils are regularly assessed and grouped according to their reading abilities, with additional support provided for those needing to catch up. However, phonics instruction needs to be more consistent to ensure pupils develop strong reading skills from the outset.
The school understands the needs of pupils with special educational needs and disabilities, effectively identifying their requirements and collaborating with external specialists. Recent investments in early years provision have enhanced the learning environment, but there is still a focus on activity rather than purposeful learning. The school is beginning to consider how to support children's development through exploration and play.
Opportunities for personal development are well-structured, with a coherent personal, social, health, and economic education curriculum. Pupils learn about relationships, healthy living, and safety, fostering a strong understanding of equality, diversity, and respect. They engage in community activities and enjoy various enriching trips.
Staff morale is positive, with a focus on well-being and workload management. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To improve, the school must enhance the implementation of core subject curriculums, develop ambitious foundation subject curriculums, and ensure that early years provision supports purposeful learning. These steps are essential for enabling all pupils to achieve their full potential and prepare them for future educational stages.
