St Thomas CE (VC) Primary School in Huddersfield underwent an inspection on November 8 and 9, 2023, and received an overall effectiveness rating of Requires Improvement. This marks a significant decline from its previous inspection, where it was rated as Good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision all received the same Requires Improvement rating.
Pupils at the school express enjoyment in their learning and demonstrate politeness and eagerness to discuss their school experiences. Attendance rates are good, and students take pride in representing the school in various competitions and leadership roles. They participate in a variety of after-school clubs, which contribute positively to their school experience. Staff members foster positive relationships with pupils, creating a safe and secure environment. However, while the school expects good behavior, not all pupils consistently meet these expectations, particularly during playtimes and lunchtimes, where some exhibit boisterous behavior that can disrupt others. Although bullying is reported to be rare, pupils acknowledge that it does occur, and they feel confident that adults will assist them when needed.
The leadership team has high aspirations for pupil achievement, but this vision is not fully realized, particularly for students with special educational needs and/or disabilities (SEND). While pupils develop solid reading and mathematics skills, their learning in other subjects is less effective. Reading is prioritized, with a well-structured phonics program in place that begins in the Reception Year. Pupils who require additional support in reading are quickly identified and assisted. The mathematics curriculum has been revamped to reinforce prior learning, aiding pupils' fluency and problem-solving abilities. However, the curriculum for subjects like art and history lacks clear design and sequencing, leading to gaps in pupils' understanding.
In the early years, children acquire essential knowledge and skills that prepare them for future education stages. The indoor learning environment is conducive to learning, with engaging activities provided by adults. However, the outdoor environment does not offer the same quality of learning opportunities, and leaders recognize the need for improvement in this area.
Curriculum leaders are enthusiastic but may lack the necessary skills to effectively monitor and evaluate teaching and learning across their subjects. This results in a lack of clarity regarding whether the curriculum is being implemented as intended. Some teachers adapt learning for pupils with SEND, but others do not provide adequate access to the curriculum, limiting these pupils' progress.
Pupils learn about various cultures and religions, fostering an understanding of diversity. However, their knowledge of fundamental British values, such as democracy and individual liberty, is weaker, which does not adequately prepare them for life in modern Britain. Staff members express pride in their work and feel supported in their professional development. Parents and carers show overwhelming support for the school.
Governors are passionate about the school but lack an accurate understanding of its current state and the improvements needed. The safeguarding arrangements are effective, but there are weaknesses in record-keeping that hinder the identification and analysis of concerns.
To improve, the school must ensure that all curriculum subjects clearly outline the knowledge and skills pupils need to learn. Leaders should provide training for teachers to better support pupils with SEND and ensure they can access the curriculum alongside their peers. Additionally, curriculum leaders need appropriate training to enhance their expertise in monitoring and improving their subjects. The school must also focus on developing pupils' understanding of British values and improve systems for monitoring attendance, behavior, and safeguarding issues. Lastly, leaders and governors need to gain a more accurate view of the school's performance to drive effective improvements.
