Eglinton Primary School is a welcoming and caring community where pupils feel happy and safe. The school has high expectations for its students and is actively working to enhance their learning experiences, particularly in the early years. However, the curriculum for pupils in Years 1 to 6 does not effectively support the acquisition and retention of knowledge in certain subjects, leading to underachievement across the curriculum. Despite this, pupils demonstrate good behavior and a positive attitude towards learning, showing respect and courtesy in their interactions. Bullying is infrequent, and staff are quick to address any incidents that arise.
In the early years, children engage in play and learning with focus, benefiting from a well-planned curriculum that effectively develops their knowledge and skills. Leaders provide a broad range of experiences beyond academics, fostering values such as pride and resilience. Pupils participate in various extracurricular activities, including choir, sports, and debates, which enrich their educational experience.
Governors support the leadership team in implementing an ambitious curriculum that begins in the early years, preparing children for future learning. Staff select engaging resources and activities that promote enthusiasm for learning. However, improvements are still needed in other year groups, as the curriculum is not yet fully embedded. Some subjects, like French and computing, require further development to ensure consistency and effectiveness.
While some teachers effectively plan well-sequenced lessons that help pupils recall and apply their learning, this is not uniform across all subjects. In mathematics, for instance, misconceptions are not consistently addressed, leading to gaps in knowledge. Leaders are aware of these issues and are working to ensure that the curriculum allows for progressive understanding.
The school has a robust system for identifying pupils with special educational needs and disabilities, ensuring they receive appropriate support. Reading and vocabulary development are prioritized, with a new phonics program recently introduced to enhance early reading instruction. Staff are trained to deliver this program effectively, although some pupils struggle to meet its expectations. Leaders are taking steps to support these pupils in improving their reading fluency and confidence.
Pupils' behavior in lessons is well-managed, contributing to a conducive learning environment with minimal disruption. Attendance rates are high and improving, with leaders actively monitoring and addressing persistent absence. Pupils have opportunities to explore their interests through workshops and educational trips, and they learn about diverse cultures and values, fostering an appreciation for diversity.
Governors collaborate closely with school leaders to support ongoing improvements. Staff express appreciation for the support and training they receive, and leaders are mindful of their workload and well-being. The safeguarding arrangements at the school are effective, with staff trained to recognize and report concerns about pupil welfare. Leaders ensure that all staff undergo necessary pre-employment checks and that pupils are educated about local risks and online safety.
To improve, leaders must continue to support pupils struggling with the new phonics program and ensure that teaching addresses misconceptions in various subjects, particularly mathematics. The implementation of the curriculum in foundation subjects needs to be consistent with the school's ambitious goals, ensuring that pupils gain secure knowledge over time. Overall, while Eglinton Primary School has strengths in its community and early years provision, there are significant areas for improvement in the curriculum and teaching practices to enhance pupil achievement.