Aqueduct Primary School, located in Telford, Shropshire, underwent an inspection on May 24 and 25, 2022. The overall effectiveness of the school was rated as requiring improvement, which reflects ongoing challenges in various areas of the educational experience. The quality of education was also rated as requiring improvement, while behavior and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were noted as requiring improvement as well.
Pupils at Aqueduct Primary School express enjoyment in attending the school, feeling safe and happy due to the positive relationships they have with peers and staff. The school fosters a polite and welcoming environment, and parents have shared positive views about their children's experiences. Pupils demonstrate good behavior, engaging cooperatively with friends and working diligently in lessons. They have a clear understanding of bullying, including its online forms, and report that incidents are rare and addressed promptly by staff.
Reading is emphasized at the school, with pupils appreciating the variety of books available to them. They recognize the importance of reading for their future aspirations. However, there are concerns regarding the support provided in other subjects, where pupils are not achieving to their full potential. School leaders have begun to implement training and support for teachers to enhance learning across the curriculum.
Pupils take pride in their responsibilities, such as being playground pals, and understand the importance of maintaining both mental and physical health, participating in activities like the daily mile. The school has faced significant challenges due to COVID-19, which has impacted the implementation of improvement plans.
Leaders are working on developing a broad and balanced curriculum, but its implementation varies across subjects. In some areas, subject leaders have not clearly defined the sequence of knowledge that pupils should learn, which hinders staff from effectively building on pupils' learning over time. While leaders regularly check the implementation of the curriculum in English and mathematics, this process is just beginning in other subjects.
Reading has been prioritized by school leaders, who have provided training and guidance to staff. However, there are instances where teachers do not ensure that the books pupils read align with the sounds they are learning, which can impede their progress toward becoming fluent readers. Support is available for pupils who need to catch up, and they enjoy reading and value the well-stocked book corners.
The school is committed to meeting the needs of pupils with special educational needs and/or disabilities, ensuring that all pupils can participate in physical education activities. In the early years, children follow established routines and demonstrate good behavior, supported by caring staff. The early years leader is developing the curriculum but has not yet mapped out the detailed knowledge children should acquire.
Pupils exhibit confidence and courtesy, resolving conflicts with the help of teachers. They understand the school's expectations and adhere to rules, which minimizes disruptions to learning. Pupils are educated about healthy relationships and respect for diverse cultures, with experiences such as trips to various educational sites enhancing their learning.
Leaders and governors are aware of the school's improvement priorities, and staff feel supported by the leadership team. The arrangements for safeguarding are effective, with staff trained to ensure pupil safety. However, the new electronic safeguarding and attendance systems are not utilized as effectively as possible, limiting leaders' ability to access and report information efficiently.
To improve, the school must enhance the accuracy and effectiveness of safeguarding and attendance systems, ensuring all staff receive appropriate training. Additionally, leaders should ensure that reading materials are accurately matched to the sounds pupils are learning and that curriculum design is precise across all subjects. Subject leaders need sufficient training to monitor curriculum delivery effectively, enabling senior leaders to assess pupil achievement accurately. Overall, while Aqueduct Primary School has strengths in pupil behavior and personal development, there are significant areas for improvement in educational quality and leadership.
