St Nicholas Church of England VC Primary School in Bromham, Wiltshire, was inspected on 21 and 22 February 2023. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education and early years provision. However, the behaviour and attitudes of the pupils, as well as their personal development, were rated as good. The school previously received a good rating in its last inspection in April 2017.
The inspection revealed that while leaders have fostered a positive school culture and climate for learning, they have not acted swiftly enough to address weaknesses in the curriculum. Consequently, pupils are not receiving a high-quality education. Pupils express pride in their school, appreciating the familial atmosphere and the positive relationships with staff. Parents and carers report that their children are happy and feel safe, with bullying being infrequent and effectively managed.
Pupils demonstrate politeness, courtesy, and a strong desire to learn. They adhere to school rules and engage in various roles within the school community, such as school captains and sports leaders. Leaders, including governors, acknowledge the need for improvement in educational quality and have initiated actions to enhance the school's culture. However, they have not consistently monitored the curriculum's delivery, leading to unaddressed weaknesses.
Teachers receive necessary training to develop their subject knowledge and work collaboratively in a supportive environment. They design learning experiences that aim to help pupils retain knowledge. Most pupils benefit from an ambitious curriculum that outlines the knowledge they should acquire, although this is not consistently applied in the early years, where the curriculum lacks clarity in certain areas. During unstructured times, adults may follow children's interests without clear learning objectives, potentially hindering their progress.
While teachers assess pupils' understanding, they do not always utilize this information effectively to tailor learning experiences. This can result in pupils lacking the foundational knowledge needed for more complex tasks. Reading is prioritized, with all pupils enjoying storytime, but the books provided do not always match their reading abilities, and opportunities for regular reading practice are insufficient, affecting fluency and accuracy.
Teachers have high expectations for pupil behaviour and respond well to their emotional needs. Most pupils behave well and are eager to learn. Leaders also maintain high expectations for pupils with special educational needs and disabilities, ensuring they receive appropriate support to access the curriculum.
The school offers a variety of opportunities for pupils to explore their interests and talents through sports and music clubs, local visits, and camping trips, which help build their confidence. Strong community ties enable pupils to engage positively with society, participating in assemblies and sharing performances at the local church. The personal, social, and health education curriculum fosters pupils' understanding of fairness and equality, promoting respectful relationships.
Safeguarding arrangements are effective, with leaders fostering a strong culture of vigilance regarding pupil welfare. Staff are attentive to changes in behaviour and report concerns accurately, ensuring timely action is taken when necessary. The curriculum also educates pupils on safety, including online safety.
To improve, leaders must act more decisively to identify and rectify curriculum weaknesses, ensuring consistent implementation and addressing reading curriculum deficiencies. The early years curriculum requires greater ambition and clarity to prepare children adequately for future learning. Additionally, assessment practices need to be enhanced to better inform teaching and learning adaptations.
