St Martin’s Church of England Primary School, located in West Drayton, Middlesex, has been recognized as a good school following its inspection on September 19 and 20, 2023. The headteacher, Johann Coates, leads the school, which is part of the LDBS Frays Academy Trust. This trust provides additional oversight and support through its chief executive officer, Christopher Cole, and a board of trustees chaired by Angie Brett.
The school environment is characterized by friendliness, kindness, and happiness, fostering a welcoming atmosphere for all students, including those who join mid-year. There is a strong emphasis on inclusion and respect for diverse faiths and cultures, which extends to pupils in the Oasis provision for those with special educational needs and disabilities. Students report positive relationships with staff, feeling safe and supported in expressing any concerns regarding their welfare.
St Martin’s has made significant strides in improving its curriculum over recent years, particularly in enhancing the bespoke provisions for students with special educational needs. The school is committed to ensuring that all pupils achieve well academically. From the early years, staff instill good behavior and are trained to support students, especially those who may struggle with self-regulation. This proactive approach contributes to a calm and purposeful atmosphere throughout the school.
The curriculum is ambitious and broad, with efforts to integrate pupils from the specially resourced provision into mainstream classes whenever possible. The school has effective systems in place to identify the needs of all pupils, including those with limited English proficiency. Staff collaborate with specialists to tailor teaching and resources, enabling all students to acquire new knowledge across various subjects.
Reading instruction is prioritized, with a well-established phonics program in place. All teaching staff are trained to deliver phonics effectively, ensuring that children begin reading as soon as they enter Reception. Regular monitoring of pupil progress allows for timely interventions for those who may be falling behind, fostering confidence and fluency in reading.
Professional development for staff is highly valued, with opportunities for training and collaboration with colleagues from other schools within the trust. This focus on continuous improvement equips teachers with the skills necessary to deliver effective lessons and address gaps in pupil knowledge. While the school has made commendable progress, there are still areas of the curriculum that require refinement to ensure that all pupils can achieve their full potential.
In the early years, routines are established to help children focus during lessons and engage in cooperative play. Disruptions are managed swiftly by teachers, maintaining a productive learning environment. The school also enriches the curriculum through various activities, including guest speakers and clubs tailored for students with special educational needs to enhance their social skills.
Staff appreciate the measures taken by leaders to reduce their workload, describing them as approachable and supportive. The trust’s senior staff frequently visit the school to provide guidance and hold leaders accountable for the implementation of trust-wide systems.
The school’s safeguarding arrangements are effective, ensuring a safe environment for all pupils. However, there are areas for improvement, particularly in refining curriculum implementation in certain subjects to enhance overall pupil achievement. The school is encouraged to continue its efforts to develop a cohesive curriculum that supports the best outcomes for all students across all subjects and year groups. This inspection marks the first routine evaluation since the onset of the COVID-19 pandemic, and the school is well-positioned to build on its strengths while addressing areas for growth.
