St Stephen’s Church of England Primary School in Bury, Lancashire, underwent an inspection on July 12 and 13, 2022, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were similarly rated as Requires Improvement. This inspection marked the first routine evaluation since the onset of the COVID-19 pandemic.
The school is described as a welcoming environment where pupils and their families find it easy to make friends. Students feel safe and happy, thanks to the attentive care provided by staff. The school has effective measures in place to address bullying, contributing to a positive atmosphere. Pupils engage in a personal development curriculum that fosters a variety of interests and skills, with opportunities for leadership roles such as participation in the ethos committee and eco-group, allowing them to contribute to school and community improvements.
Despite the positive aspects, the school faces challenges in ensuring that all pupils achieve their potential. Leaders have not provided adequate guidance to teachers regarding the necessary learning progression through the curriculum. This lack of clarity affects the quality of education, as some teachers do not present new content in a logical sequence, leading to gaps in knowledge retention among pupils. In the early years, teachers also struggle to effectively build children's knowledge and skills, resulting in uneven development across different learning areas.
The curriculum has been shaped to align with pupils' interests and national requirements, but leaders have not sufficiently defined the essential knowledge that underpins the broad topics. This oversight hampers the learning process for both pupils and early years children. Additionally, teachers lack the necessary information to design effective learning activities, which can hinder pupils' understanding and retention of the curriculum content.
Leaders have implemented systems to check pupil learning, but these are underdeveloped. The absence of clear expectations regarding what pupils should know at each year level means that teachers are not well-equipped to assess learning effectively. Consequently, misconceptions may go unaddressed, and some pupils may unnecessarily repeat work.
In terms of reading, the school ensures that all pupils, including those with special educational needs and disabilities, develop a solid foundation of reading knowledge. Pupils express enjoyment in reading and engage with high-quality texts selected by their teachers. Staff are well-trained in teaching reading, and children in the early years begin to grasp phonics effectively. However, weaknesses in curriculum planning still impact overall achievement.
Pupils demonstrate positive attitudes towards learning and follow established routines diligently. Leaders are adept at identifying pupils with special educational needs, providing them with additional support to access the curriculum. The school offers a well-planned programme for personal development, encouraging pupils to explore new activities and appreciate extracurricular offerings.
Governors are increasingly holding school leaders accountable for educational quality and are beginning to challenge curriculum weaknesses. Staff appreciate the support provided for their workload and well-being. The safeguarding arrangements are effective, with a strong culture of safeguarding in place. Staff receive regular training and are knowledgeable about identifying risks to pupils.
To improve, leaders must clearly identify the essential knowledge within the curriculum and provide teachers with the necessary information to design effective learning activities. This will ensure that pupils achieve their potential and that assessment systems align with curriculum expectations.
