St Mary’s Church of England Academy, located in Mildenhall, Suffolk, underwent an inspection on May 22 and 23, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also receiving the same rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development. The previous inspection had rated the school as good, indicating a decline in performance.
The school operates as a single academy trust, overseen by a board of trustees chaired by Julian Campbell. During the inspection, it was noted that pupils at St Mary’s are generally happy and engage in various activities during lunchtime, fostering a friendly and interactive environment. Pupils feel confident that staff will listen to their concerns, contributing to a sense of safety within the school. The implementation of new school rules has led to improved behavior, with pupils understanding and adhering to these expectations. Additional support is provided for those who need help managing their emotions, including access to calming activities.
Recent improvements in the curriculum have allowed pupils to study a wider range of subjects, and there is a clear approach to teaching reading. However, many pupils have not yet developed strong subject knowledge or reading skills, which has impacted their overall academic performance. Opportunities for pupils to pursue interests outside the classroom, such as participation in the eco-council, have also been highlighted as positive aspects of the school.
Despite these strengths, the school has not ensured that all pupils achieve to their full potential. Low outcomes in national tests and assessments indicate that the curriculum was not adequately implemented or taught effectively. This has resulted in gaps in knowledge among pupils. The governing body has been criticized for not having a clear understanding of the quality of education, which has hindered their ability to challenge and support the school effectively.
Leadership changes have been made, with new leaders actively addressing the identified issues. They have implemented a suitable curriculum and are training subject leaders to support teachers. While teaching is improving, there are still concerns regarding the consistency of assessment practices among teachers, which affects pupils' learning outcomes. The school has introduced a new reading approach, but it is not yet fully established, leading to difficulties for some pupils in reading fluency.
In the early years, the curriculum covers all areas of learning, but there are instances where activities do not reinforce important knowledge effectively. This has resulted in children struggling to recall previously learned information. The school has made strides in supporting pupils with special educational needs, allowing them to access the curriculum successfully.
Behavioral improvements have been noted, with pupils following school rules and benefiting from additional support services. The school promotes personal development through various initiatives, encouraging pupils to engage in community and charity work. Leaders have recognized the need for improvement and have established plans to address the issues while considering staff workload and well-being.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of all pupils. However, the school must focus on enhancing reading fluency among younger pupils and ensuring that teachers consistently check and build upon pupils' prior knowledge in all subjects. The governing body needs to adopt a more rigorous approach to challenge and support school leaders to facilitate necessary improvements. Overall, while there are positive aspects to St Mary’s Church of England Academy, significant work remains to be done to ensure that all pupils achieve their full potential.
