Ofsted conducted a remote visit to St Mary’s Church of England Primary School on November 5, 2020, to assess the school's response to the challenges posed by the COVID-19 pandemic. This visit was part of a broader initiative to understand how schools are managing the return to full education after an extended period of disruption. The visit was not an inspection, and no graded judgments were made. Instead, it focused on gathering information about the school's actions since the full reopening mandated by the government in September 2020.
During the visit, discussions were held with the headteacher, the deputy headteacher, and the special educational needs coordinator. The inspectors did not engage with pupils directly. The context of the visit was shaped by the ongoing challenges of the pandemic, which had necessitated adaptations in educational delivery and curriculum planning.
The school reopened to all pupils on September 3, 2020, and attendance levels were reported to be above the typical figures for this time of year. The leadership team had taken proactive steps to assess pupils' knowledge and skills in key areas such as reading, writing, and mathematics. In response to identified gaps in pupils' understanding, particularly in early reading and comprehension, the English curriculum was adapted to enhance focus on these areas. The phonics program was also modified to address specific gaps in knowledge.
In mathematics, the school identified gaps in pupils' understanding of fundamental concepts such as place value and multiplication. The curriculum was adjusted accordingly, and the school utilized the COVID-19 catch-up premium to provide targeted support for pupils in both English and mathematics. This included whole-class instruction as well as bespoke interventions tailored to individual needs.
The curriculum remained broad, covering all subjects typically included in the school’s offerings, albeit with some necessary adaptations. Subjects like history, geography, and science were designed to reinforce essential skills such as research and evaluation. While most school trips were canceled due to safety concerns, pupils had the opportunity to visit Kilve Outdoor Education Centre, which aligned with the school’s curriculum objectives.
To facilitate continued learning, the school planned to implement remote learning options through an online platform. This would allow pupils to share their work with teachers and participate in virtual meetings twice a week to discuss their learning experiences. This approach aimed to maintain engagement and support for pupils during any potential future disruptions.
The visit concluded without any significant concerns being raised regarding the school's operations or its response to the challenges posed by the pandemic. The insights gained from this visit will contribute to Ofsted's national reporting, helping to inform future educational policy and practice. The school’s leadership demonstrated a commitment to addressing the needs of its pupils and adapting to the evolving educational landscape in the wake of COVID-19. The findings from this visit will be shared with relevant stakeholders, including the governing body and local education authorities, to ensure transparency and ongoing support for the school’s initiatives.
