Sheriffhales Primary School, located in Shropshire, underwent an inspection on March 3 and 6, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behavior and attitudes were deemed Good. Personal development and leadership and management received a Requires Improvement rating, and early years provision was rated as Inadequate. The school had previously been rated as Good in its last inspection in April 2017.
Pupils express a strong enjoyment of school, particularly favoring art as their preferred subject. Since the appointment of the acting headteacher in the autumn term, there have been notable improvements appreciated by parents and carers. However, standards in reading and writing were reported to be very low last year, although writing outcomes are improving rapidly. Leaders are ambitious for all pupils to achieve their best, but acknowledge that there is still work to be done, particularly in reading and other subjects.
The curriculum offers a broad range of subjects, enhanced by specialist coaching in physical education and music. Extra-curricular activities include a school band and dance performances, with trips like the one to Warwick Castle enriching pupils' historical knowledge. However, the early years setting is underdeveloped, with limited resources impacting the quality of learning.
Pupils feel safe and report that incidents of bullying are effectively managed. They demonstrate good behavior in class and throughout the school, embodying the school’s values of pride in diversity. The leadership team, inspired by the acting headteacher, has made significant strides in addressing curriculum planning shortcomings. A sequenced program of study is now in place, covering a full range of subjects, although some plans are newly implemented.
Leaders have introduced a new phonics reading scheme, ensuring consistency among teachers. Despite this, inconsistencies in early reading instruction remain, affecting some pupils' confidence as readers. The early years provision is recognized as weak, with leaders beginning to implement changes, such as outdoor activities, but more needs to be done to enhance the learning environment.
Writing skills have shown quick improvement across all year groups, with pupils now able to write full paragraphs on complex topics. However, leaders' checks on learning and governors' oversight are still developing, particularly in subjects outside of English and mathematics. The quality of support for pupils with special educational needs and disabilities varies, with some receiving effective assistance while others do not.
Pupils generally display positive attitudes towards learning, with minimal disruption in lessons. However, their understanding of British values and democracy is limited, and opportunities for participation in decision-making are few. The range of extra-curricular activities is broader in PE and music compared to other areas.
In a small school setting, staff members often take on multiple roles, which can lead to increased workload for some leaders. Governors and local authority representatives are aware of the areas needing improvement and have established an action plan to address these issues, fully supporting the acting headteacher in making long-term decisions for the school.
The safeguarding arrangements are effective, with well-trained staff ensuring that pupils in need receive timely support. A new system for recording concerns has been implemented, allowing for prompt responses to issues. Leaders are aware of local risks and ensure that pupils understand online safety.
To improve, the school must enhance early years provision, evaluate the impact of new curriculum plans, and ensure consistent support for pupils with special educational needs. Additionally, leaders should work to increase pupils' understanding of British values and provide more opportunities for participation in decision-making processes.
