The Mead Community Primary School, located in Hilperton, Trowbridge, Wiltshire, underwent an inspection on November 12-13, 2019, and received an overall effectiveness rating of good. The school provides a quality education, fostering articulate, well-mannered, and spirited pupils who engage in discussions on significant topics such as politics and climate change. The school emphasizes the arts, including music, and offers a variety of sporting activities and clubs, promoting respect for diverse beliefs and values among students.
Despite these strengths, the academic achievements of pupils have declined over time, and while the education provided is good, it is no longer outstanding. Some older pupils have not reached their full potential, prompting leaders and teachers to raise expectations. A positive can do ethos is evident, and current pupils are noted for their hard work. However, there are gaps in detailed knowledge and skills across subjects, which hinders academic excellence.
Pupils generally feel happy and safe at school, with occasional instances of bullying being addressed effectively by staff. The school environment is nurturing, and most pupils exhibit good behavior. However, there are times when the curriculum does not align well with pupils' abilities, leading to lapses in concentration. Support is provided for those who struggle with behavior management.
Parental feedback indicates that while most would recommend the school, there is an acknowledgment of a decline in educational quality. Leaders have made noticeable improvements in reading and mathematics, but there have been delays in responding to changes in the national curriculum. Efforts are ongoing to address remaining weaknesses, and pupil achievement is on the rise, contributing to the school's good overall effectiveness.
The early years provision is a notable strength, with a well-structured curriculum that effectively supports children in Nursery and Reception. Staff conduct precise assessments to enhance children's learning experiences, preparing them well for key stage one. Reading is prioritized, with a strong focus on ensuring pupils receive appropriate support to develop fluency.
In key stage two, the reading curriculum helps pupils understand how to engage readers through writing. While many older pupils demonstrate good writing skills, some, particularly disadvantaged pupils, lack complexity in their writing due to insufficient practice. Leaders and teachers are actively working to improve the depth of knowledge across all subjects, although some areas, such as history and science, still require further development.
Overall, pupils behave well, but when the curriculum lacks challenge or teachers do not adapt lessons effectively, some pupils may lose focus. Teachers generally manage to re-engage students quickly. Pupils with special educational needs receive appropriate support, enabling them to access the curriculum successfully.
The school excels in providing high-quality pastoral support, with artistic, musical, and sporting opportunities enriching pupils' experiences. Safeguarding measures are effective, with staff trained to ensure pupil safety and well-being. Leaders are proactive in identifying and supporting at-risk pupils.
To improve further, leaders must ensure the curriculum is ambitious across all subjects, with a focus on depth of knowledge and effective assessment practices. Teachers need to provide more opportunities for pupils to practice complex writing skills, particularly in lower key stage two. The school is committed to addressing these areas to enhance the educational experience for all pupils.
