The Corsham Regis Primary Academy, located in Corsham, Wiltshire, underwent an inspection on 9 and 10 February 2022, resulting in an overall effectiveness rating of good. This marks a significant improvement from its previous inspection, which rated the school as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils at the school express enjoyment in their educational experience, forming friendships and engaging in collaborative learning. They take pride in adhering to the school's expectations, which emphasize leadership, organization, resilience, initiative, and communication. This framework fosters the development of confident and successful learners. In the classroom, pupils demonstrate good behavior, showing concentration and perseverance even when faced with challenging tasks. They exhibit pride in their work and engage actively in discussions, displaying respect for differing opinions.
The staff at Corsham Regis Primary Academy prioritize the safety and well-being of their pupils. Students feel secure knowing that adults in the school are available to assist them with any concerns. Reports of bullying are minimal, with occasional conflicts being effectively resolved by staff. Pupils also embrace opportunities for responsibility, such as caring for playground equipment and mentoring younger students in sports. Their involvement extends to community support, where they participate in charitable activities, such as baking for local causes.
The leadership team has established a clear vision for student success, resulting in numerous improvements throughout the school. The curriculum is well-structured, allowing for sequential learning across subjects. Pupils benefit from a broad curriculum, and most demonstrate strong learning outcomes. The school promotes a love of reading, with phonics instruction beginning in Reception. This structured approach has led to early reading success, enabling pupils to engage deeply with texts and authors.
Mathematics instruction is characterized by knowledgeable teachers who emphasize vocabulary and build on prior learning. However, in some subjects, the assessment of pupils' understanding is less precise, which can hinder the identification of misconceptions. Leaders have effectively identified and supported pupils with special educational needs and disabilities, ensuring they learn alongside their peers.
Subject leaders are actively developing their roles, implementing new teaching strategies, although these changes are still in the early stages of integration. Consequently, some areas of teaching may not fully capitalize on pupils' potential. For instance, while pupils produce impressive artwork, their understanding of specific techniques may not be as robust.
Pupils demonstrate an understanding of important social concepts, such as stereotypes and prejudice, and they learn about diverse cultures and faiths, preparing them for life in modern Britain. The governing body is aware of the school's strengths and areas for improvement, providing effective support and challenge to the leadership team. Staff appreciate the efforts made by governors and leaders to support their well-being.
The school's safeguarding measures are effective, with a strong culture of safety evident throughout. Staff are trained to recognize signs of abuse and work collaboratively with external agencies to protect pupils. Students are informed about whom to approach if they experience any form of harassment or abuse.
To enhance the quality of education further, the school should focus on improving the consistency of assessment practices across all subjects to ensure that teaching effectively addresses misconceptions. Additionally, ongoing professional development for staff regarding new curriculum approaches will be essential for maximizing student learning outcomes.