Cirencester Primary School is recognized for its friendly and inclusive environment, where pupils express happiness and pride in their school. The school has established a culture of care, guidance, and support, with older students serving as positive role models for younger peers. The leadership team has successfully raised expectations regarding both learning and behavior, resulting in a respectful atmosphere where pupils engage in physical activities and enjoy reading in a well-resourced library. The school prioritizes safety, with pupils reporting that instances of bullying are rare and addressed promptly by staff.
The curriculum is designed to inspire pupils and broaden their aspirations through initiatives like experience days, which introduce them to various career paths. Many students express ambitions to become engineers, authors, or architects. The school emphasizes the importance of British values, teaching pupils to respect diversity and understand the significance of treating everyone with kindness and respect.
Reading is a central focus of the curriculum, particularly for younger pupils who often enter the school with limited communication skills. Staff employ a consistent phonics approach, immersing children in stories and language to enhance their speaking and listening abilities. This foundational work continues into key stage two, where pupils recognize the value of reading for future success. Teachers effectively foster comprehension and interpretation skills, using engaging methods such as reader's theatre to enhance expressive reading.
The leadership team has made significant strides in developing a well-structured and ambitious curriculum. Subject leaders have carefully considered the essential concepts to be taught, integrating themes like gender and religion across historical contexts. This approach helps pupils connect new knowledge with prior learning. While assessment practices are being refined, some subject leaders still need to fully grasp how well pupils learn throughout their educational journey.
Professional development for staff is a priority, with ongoing training and opportunities for collaboration. This has proven beneficial, particularly in physical education, where innovative methods are employed to enhance teaching quality. The school effectively supports pupils with special educational needs and disabilities, ensuring they can learn alongside their peers. However, there are instances where teaching does not fully accommodate the diverse needs of all pupils, leading to challenges in connecting new learning with prior knowledge.
Pupils demonstrate positive attitudes towards learning, contributing to a conducive classroom environment. They engage in meaningful discussions on various social issues, showcasing a mature understanding of themselves and the world around them. The school prepares them well for future learning experiences.
Governors actively support the school's aspirations, maintaining a strong understanding of its operations and holding leaders accountable. They have established a well-being committee to address staff workload, particularly in light of challenges posed by the COVID-19 pandemic.
The safeguarding measures in place are effective, with staff trained to identify and report concerns. Leaders respond promptly to support families and pupils in need. Pupils are educated about online safety and appreciate the mental health support provided by staff.
To enhance the school's effectiveness, leaders must ensure that the curriculum is consistently adapted to meet the precise needs of all pupils, including those with special educational needs. This will help all students connect new learning with their existing knowledge. Additionally, the use of assessment in subjects beyond English and mathematics needs to be strengthened to better understand pupil progress and areas for improvement.
