Measham Church of England Primary School, located in Swadlincote, Derbyshire, underwent an inspection on September 24 and 25, 2024. The inspection revealed that the quality of education requires improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision were rated as good. The headteacher, Hannah Carter, leads the school, which is part of the Rise Multi Academy Trust, overseen by interim CEO Dave Ellison-Lee and a board of trustees chaired by Stephen Mark Adshead.
The school is known for its welcoming environment, where staff are familiar with each pupil, fostering a sense of safety and value among students. Parents appreciate the community spirit and the support provided to families. Pupils exhibit politeness and responsibility, adhering to the school's behavioural expectations. They engage positively with one another during playtime, and the pastoral support offered is a notable strength, helping students manage anxieties and emotional struggles effectively.
Students enjoy a variety of extracurricular activities, including music and sports, and they express enthusiasm for unique lessons such as ukulele and taiko drumming. The school council allows pupils to voice their interests, contributing to a sense of ownership over their educational experience. Recent improvements in the curriculum aim to enhance learning outcomes, but challenges remain, particularly for students with special educational needs and disabilities, as well as those struggling with reading.
The curriculum is ambitious and well-structured, with a focus on essential knowledge across subjects. However, the implementation of these changes is still in progress, and some pupils are not yet learning as effectively as they should. Teachers are encouraged to revisit key concepts and check for understanding, but the consistency of these checks varies, leading to some misconceptions going unaddressed. Additionally, while most pupils receive engaging activities, those with specific needs may not always receive adequate support, as tasks can sometimes be too complex for their current learning stage.
The school has made strides in supporting pupils with special educational needs, ensuring their inclusion in all aspects of school life. Individual support plans are in place, but there are instances where these plans do not fully address the needs of the pupils, impacting their overall achievement. The early years provision is strong, with staff effectively supporting children's vocabulary development and engagement in activities.
Reading is prioritized, with phonics instruction starting early and ongoing support for struggling readers. The school collaborates with parents to encourage regular reading practice, resulting in many pupils becoming confident readers. However, similar to other subjects, the adaptation of tasks for those who struggle with phonics needs improvement.
The school takes pride in its commitment to personal development, emphasizing physical and emotional well-being. Pupils learn about healthy habits and the importance of perseverance, alongside values that promote inclusivity and diversity. The recent changes within the school, following its joining of the trust, reflect a renewed ambition for all pupils, particularly those who are disadvantaged. Staff are positive about the changes and feel supported in their professional development.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. However, to improve further, the school must ensure that individual support plans for pupils with special educational needs are precise and effectively implemented. Additionally, staff training on adapting the curriculum for diverse learning needs should be prioritized, and systematic checks on pupil understanding must be established to prevent misconceptions from hindering learning. Overall, while the school has strengths, particularly in its community spirit and personal development initiatives, there are clear areas for improvement in educational delivery and support for all pupils.
