St Paul’s Primary School in Chippenham, Wiltshire, has been rated as a good school following its inspection in June 2019. The leadership and management of the school are characterized by high expectations and a commitment to improvement. Leaders and governors have effectively addressed previous weaknesses in teaching, learning, and assessment, resulting in greater consistency across the school. The governance has significantly improved, with governors holding leaders accountable for their actions and the achievement of pupils. Senior and middle leaders have a clear understanding of the school’s strengths and areas for development, and they have implemented effective improvement plans that support teachers in enhancing pupil progress.
The quality of teaching, learning, and assessment is also rated as good. Teachers demonstrate strong subject knowledge and utilize professional development to improve their skills, particularly in questioning and reasoning in mathematics. The teaching of phonics is effective, enabling pupils to decode and blend sounds successfully. Writing skills are developing well, with pupils using grammatical skills and a rich vocabulary. However, there are still challenges in reading comprehension, particularly in inference and deduction, and in mathematics, where pupils struggle with instant recall of number facts and times tables.
Pupils’ personal development, behavior, and welfare are also rated as good. The school promotes a safe and nurturing environment where pupils feel cared for and are encouraged to express their concerns. Relationships among pupils and staff are strong, fostering a respectful and collaborative atmosphere. Pupils understand the importance of healthy lifestyles and demonstrate good behavior, although there are instances of low-level disruption when teaching quality varies. Attendance remains below the national average, but there are signs of improvement as leaders focus on addressing absenteeism.
Outcomes for pupils have shown improvement, with current pupils making stronger progress than in previous years. However, published data has not yet fully reflected this progress. The percentage of pupils achieving expected standards at the end of key stages has been below average, but there is evidence of better performance in phonics and early years provision. Children in early years make strong progress from low starting points, benefiting from a stimulating learning environment and effective teaching.
The early years provision has been transformed, with leaders understanding the strengths and areas for development. Activities are well-planned to build on children’s prior knowledge, although there is still a need for more challenge for the most able children. The school has established good relationships with parents, encouraging their involvement in their children’s education.
Overall, St Paul’s Primary School has made significant strides in improving its quality of education. The commitment of leaders and staff to high standards, effective teaching practices, and a supportive environment for pupils has led to positive outcomes. However, there are still areas for further development, particularly in ensuring consistent challenge for the most able pupils and improving the quality of work in foundation subjects. The school is well-positioned to continue its journey of improvement and provide a high-quality education for all its pupils.