St Simon of England Roman Catholic Primary School in Ashford underwent an inspection on November 30 and December 1, 2022. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education and early years provision. However, the behavior and attitudes of pupils, as well as their personal development, were rated as good. The school previously received a good rating in its last inspection in July 2017.
The school environment is described as calm and caring, where pupils are encouraged to value their education and develop essential qualities for future success. Pupils exhibit sensible behavior in lessons and during playtime, engaging positively with one another. They enjoy physical activities like the trim trail and appreciate quieter moments in the library or faith garden. The school emphasizes the importance of kindness, hopefulness, and endurance, teaching pupils to make allowances for one another and to avoid negative behaviors that can harm relationships.
Pupils are also encouraged to take responsibility for caring for the planet, learning about the impact of human activities on the environment. However, the report notes that the strength of their learning can vary, as school leaders are still defining the curriculum in some areas. Leaders are committed to helping pupils achieve their best, and they are working on plans to enhance reading, writing, and the wider curriculum, including in the Reception Year. The implementation of these plans is still in the early stages.
The new reading curriculum has been beneficial for most pupils, with staff receiving necessary training to ensure effective teaching. Phonics lessons are structured to quickly address misconceptions, and assessment practices are in place to support struggling pupils. In mathematics, pupils generally understand and retain what they learn, with the curriculum designed to build confidence through manageable steps.
Despite these strengths, there are areas needing improvement. Leaders in other subjects are still developing the specifics of what pupils should learn and when. The curriculum content has been broadly identified, but the sequence of teaching and assessment methods have not been fully established. The early years curriculum is not yet aligned with the rest of the school, which affects children's readiness for Year 1.
Staff build strong relationships with pupils and their families, effectively identifying and addressing various learning and medical needs. However, the ongoing development of the curriculum means that pupils with special educational needs and disabilities may not be learning as effectively as they could.
Behavior in the school is generally good, with pupils encouraged to understand their feelings and develop self-control. The school has implemented a consistent approach to behavior management, helping pupils reflect on their actions when necessary. Opportunities for character development and social responsibility are present, such as a job center where pupils can apply for roles within the school.
The safeguarding arrangements are effective, although there are concerns regarding the timeliness of safeguarding training for leaders and the level of challenge from local governors. Staff are well-informed about their safeguarding responsibilities and know how to identify pupils in need of support.
To improve, the school needs to fully develop the curriculum beyond reading and mathematics, ensuring that the precise knowledge and order of teaching are clearly defined across all subjects. Governors require better training to understand their statutory duties and provide effective support. Additionally, the early years curriculum must be designed to adequately prepare children for Year 1.
