St Mary's CofE (VA) Primary School in Kidderminster, Worcestershire, was inspected on 9 and 10 November 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and early years provision also marked as requiring improvement. However, the school demonstrated good performance in behavior and attitudes, personal development, and leadership and management.
Pupils at St Mary's express enjoyment and pride in attending the school, feeling safe due to the high level of support provided by staff. This nurturing environment is recognized by parents, who appreciate the care their children receive. The school community is characterized by polite and courteous behavior, with pupils demonstrating kindness towards one another. They understand bullying and report that it is infrequent, with staff addressing any incidents promptly.
Despite the positive aspects of the school environment, there are notable weaknesses in the curriculum. Leaders have high expectations for pupils, but the curriculum lacks coherence, leading to gaps in knowledge. Recent changes are underway to address these issues, but challenges remain, particularly in subjects like reading, where younger children do not achieve their potential. Attendance is another concern, with many pupils frequently absent.
The school has made significant changes to the curriculum to address knowledge gaps among pupils. Improvements are evident, as pupils' work is increasingly aligned with their existing knowledge. However, considerable gaps from previous years hinder their understanding of recent work. Teachers need to adjust their teaching strategies to better support pupils facing these challenges.
In English, the writing curriculum is poorly organized, limiting opportunities for pupils to practice new skills. Handwriting standards are also not high. The early years foundation stage curriculum is not fully developed, impacting staff awareness of children's prior learning and hindering their overall development across various learning areas. Phonics instruction is particularly weak, with some staff lacking the necessary expertise, resulting in slower reading progress for younger children.
Conversely, subjects like mathematics show stronger performance due to a well-organized curriculum and effective assessment practices. Teachers in this area demonstrate strong subject knowledge and adapt their teaching based on assessment results. Pupils exhibit good behavior in lessons, contributing to a positive learning environment.
Attendance remains a significant issue, with many pupils not attending regularly, which affects their academic performance. Leaders are working to improve this situation by engaging with parents to encourage better attendance.
The school excels in promoting personal development, with pupils enjoying responsibilities such as house captains and participating in the eco-council. The curriculum fosters mature attitudes towards diversity, and pupils demonstrate an understanding of different cultures and British values.
Support for pupils with special educational needs and disabilities is effective, with tailored assistance based on individual needs. The headteacher has successfully managed recent staff changes, maintaining strong practices and improving teachers' subject knowledge through training.
Governors actively monitor the school's performance, providing support and asking pertinent questions. Safeguarding arrangements are effective, with leaders knowledgeable about families and proactive in addressing concerns. Staff receive comprehensive training to identify safeguarding issues, and the curriculum incorporates safeguarding education.
To improve, the school must refine its curriculum to ensure it is ambitious and well-sequenced, addressing knowledge gaps. Staff training in phonics is essential to enhance reading instruction, and efforts to improve attendance must continue to ensure all pupils can achieve their potential.
