Ofsted conducted a monitoring inspection of Pyrland School on January 25, 2024, following two successive judgments of requires improvement. The purpose of this inspection was to assess the progress made by the school since its last graded inspection, rather than to assign an overall effectiveness grade. The inspection involved discussions with the headteacher, senior leaders, the chief executive officer, and trustees, as well as observations of pupils and staff, and a review of relevant documentation.
The inspection revealed that while progress has been made, further work is necessary for the school to achieve a good rating. A new headteacher has been appointed, along with several new senior leaders and middle leaders, which has brought about changes in teaching and support staff. The school has taken effective steps to ensure a broad curriculum that identifies essential knowledge and skills for pupils. There is a strong emphasis on professional development for staff to enhance the quality of education provided.
Reading has been prioritized, particularly for pupils in the early stages of learning. The school has implemented a phonics curriculum and uses assessments to track pupils' progress in phonics knowledge. However, the overall reading curriculum is still in the early stages of development, and more work is needed to create a rigorous and sequential approach to teaching reading that fosters fluency, confidence, and enjoyment among all pupils.
The school has improved its understanding of the needs of pupils with special educational needs and/or disabilities. Leaders have enhanced the information available to teachers and are monitoring how well these pupils' needs are being met. However, as these improvements are still in their early stages, it is too soon to fully evaluate their impact.
Attendance and reducing truancy have been prioritized, with clear expectations set for pupils. The school is actively working to identify and address barriers to regular attendance. There is emerging evidence that these efforts are positively impacting attendance rates, but further work is required to sustain and enhance this progress.
Trustees and trust leaders share the school's ambition for improvement and have strengthened their accountability measures for school leaders. The trust has provided support to enhance the school's leadership capacity, focusing on behavior, attendance, and the quality of education. External school improvement support has also been provided, which the school has found valuable in assessing the quality of its improvements, particularly in supporting pupils with special educational needs.
Overall, while Pyrland School has made notable progress since the last inspection, there remains a significant amount of work to be done to ensure that it meets the standards required for a good rating. The commitment from school leaders, trustees, and the trust is evident, and with continued focus on the areas identified for improvement, there is potential for further positive developments in the near future. The school community is encouraged to maintain momentum in these efforts to enhance the educational experience for all pupils.
