St Mary’s Community Primary School in Beetley was inspected on 10 and 11 October 2023, receiving an overall effectiveness rating of Requires Improvement. The quality of education, behaviour and attitudes, personal development, and leadership and management were all rated as Requires Improvement, while early years provision was rated as Good. The school previously held a Good rating in its last inspection in April 2022.
Many pupils express enjoyment in their time at St Mary’s, demonstrating an understanding of diversity and showing that unkind language is infrequent and not tolerated. However, some pupils lack knowledge about maintaining their health and struggle to articulate their views on democracy and British values. Attendance is generally good, with pupils arriving on time and feeling safe, trusting adults to address their concerns.
In lessons, behaviour is inconsistent, with some pupils distracting others and not fully engaging with their work. While most pupils follow routines, they can be slow to respond to instructions. Behaviour improves during break and lunchtime, where pupils play well together. The school offers a variety of extracurricular activities, and pupils take on responsibilities, such as roles on the school council.
The quality of education is hindered by inconsistencies in curriculum delivery. Staff have not received adequate subject training, leading to gaps in pupils’ understanding of their learning objectives and how to improve. Assessment of pupils’ understanding is not effectively utilized to support their progress. In some subjects, planning lacks rigor, although early years education is notably stronger, with clear targets and a well-suited curriculum for pupils’ needs. Improvements have been made in support for pupils with special educational needs and disabilities, including collaboration with external partners.
Younger pupils benefit from a strong focus on reading, with a well-monitored phonics program in Reception and Key Stage 1, resulting in good progress. However, monitoring of reading in Key Stage 2 is insufficient, leading to low numbers of children reading at home regularly.
Behaviour expectations are not consistently upheld, leading to disruptions in lessons. The school’s behaviour policy is clear but not always followed by staff, resulting in ongoing misbehaviour. Monitoring of behaviour incidents requires strengthening. Attendance has improved significantly and is comparable to national averages.
The personal, social, and health education curriculum has received limited attention, leaving pupils with inadequate understanding of mental health and democracy. While pupils have access to clubs and activities, leaders lack knowledge about engagement levels, diminishing the impact of these opportunities on development. Pupils appreciate their roles on the school council.
The school has faced staffing challenges but now has a stable leadership structure with the potential for improvement. Governors are committed to supporting this progress but require more accurate information on school effectiveness to challenge the school effectively. Staff generally feel proud to work at the school and recognize positive changes. The school is increasingly engaging with the local community, and most parents feel their children are happy and safe.
Safeguarding arrangements are effective. To improve, the school must ensure consistent application of the behaviour policy and raise expectations for pupil behaviour. The curriculum needs to be delivered more effectively, with adequate professional development for staff. Assessment systems must be robust and accurate to track pupil progress effectively. Finally, self-evaluation and improvement planning processes need to be strengthened to enhance the quality of education provided to pupils.
