Five Lanes CofE VC Primary School, located in Devizes, Wiltshire, has recently undergone an inspection that highlighted several areas of strength and areas needing improvement. The school is characterized by a strong family ethos, with staff who know the pupils well and foster warm relationships. Pupils express pride in their school community and enjoy being part of it. However, the overall effectiveness of the school is rated as requiring improvement, particularly in the quality of education and leadership and management.
The school has made significant changes to its behavior systems, which have been positively received. The implementation of the ‘Five Lanes Way’ has established clear expectations for behavior that are understood by pupils and consistently applied by staff. This has resulted in a calm and orderly environment where pupils play well together and support one another during social times. Most pupils demonstrate positive attitudes towards learning and understand how the school rules promote respectful interactions.
Despite these positive aspects, the quality of education is not yet satisfactory. The school has faced challenges, including changes in leadership and staffing, which have hindered its improvement efforts. Although the school is ambitious for its pupils, the necessary improvements are still in their early stages. Recent collaborations with the local authority and external advisors aim to address these issues, but the impact of these efforts has yet to be fully realized.
The curriculum is undergoing improvements, particularly in English and mathematics, where it is becoming more cohesive and well-sequenced. The mathematics curriculum has been adapted to address gaps in pupils’ understanding, allowing them to make connections with prior learning. However, in other subjects within the wider curriculum, the development of a coherent and sequential curriculum is still in its infancy, leading to difficulties for pupils in recalling previous learning and building on their knowledge.
Reading is a priority for the school, and a new phonics program has been implemented to support early reading development. Children begin learning to read in Reception, and additional support is provided for those who fall behind. However, inconsistencies in the teaching of phonics have been noted, with some staff not adhering to the agreed strategies, resulting in some pupils not progressing as quickly as they could. While the school promotes a love of reading, some pupils do not yet read widely, which affects their ability to discuss favorite books and authors.
Pupils with special educational needs and disabilities have detailed learning plans that guide their education, ensuring that teaching is adapted to meet their needs. The school has also introduced a new curriculum to enhance pupils’ personal development, focusing on values such as trust, respect, and compassion. Enrichment opportunities, including trips and extracurricular activities, are provided to nurture pupils' talents and interests.
Parents generally support the school and recognize the positive changes that have occurred. The arrangements for safeguarding are effective, ensuring that pupils feel safe and supported. However, to improve, the school must accelerate the pace of curriculum development, ensure consistent implementation of the phonics program, and strengthen subject leadership to enhance teaching and assessment across all subjects. The school is committed to providing a high-quality education for all pupils, but significant work remains to be done to achieve this goal.
