Minchinhampton Primary Academy, located in Stroud, Gloucestershire, underwent an ungraded inspection on October 3 and 4, 2023. The school maintains its overall judgement of good, although evidence suggests that a graded inspection might yield a lower rating. The headteacher, Nick Moss, leads the school, which is part of the Diocese of Gloucester Academies Trust, overseen by CEO Rachel Howie and chaired by Tim Brock.
Pupils at Minchinhampton Primary Academy report feeling safe and happy. The school has recently focused on improving expectations and processes for managing behaviour and additional needs. Students understand these systems and feel they are applied fairly. Support for pupils struggling with behaviour is strong, contributing to a positive school environment. However, the quality of education sometimes lacks the necessary rigor and challenge, leading to diminished pupil engagement and motivation. This issue is also evident in the early years, where expectations for children are not sufficiently high.
Staff provide robust pastoral support, fostering positive relationships among pupils and between pupils and staff. Training ensures that all staff are equipped to maintain pupil safety and understand how to support various needs, including social, emotional, and mental health challenges. Pupils enjoy a variety of clubs and enrichment activities that help them develop social skills and take on responsibilities, particularly among older students.
The curriculum has shown mixed results. In subjects like art and design, pupils achieve well, developing the skills needed to create high-quality work inspired by diverse artists. However, improvements in other areas, such as reading, have been slow, resulting in pupils not learning as effectively as they should. The approach to teaching reading lacks consistency, with some staff not having secure subject knowledge due to insufficient training. This has led to difficulties for pupils, including those with special educational needs and disabilities, who do not receive the precise support they require.
The transition from phonics to the reading programme is not rigorous enough, hindering pupils' ability to read a broader range of texts. Additionally, the mathematics curriculum for younger pupils does not provide adequate challenge, which affects their foundational knowledge for future learning. Despite this, pupils express enjoyment in mathematics, particularly in engaging activities that promote reasoning and problem-solving.
In the early years, children are happy and have their personal needs met well, thanks to warm and encouraging staff. However, expectations remain too low, and assessment is not effectively utilized to enhance learning through play. This results in children being less prepared for the transition to key stage one.
The school is committed to developing pupils' understanding of the wider world, integrating themes such as environmental activism into the curriculum. This approach encourages curiosity and prepares pupils for their roles as future local and global citizens. The trust has a clear understanding of the school's educational quality and plays a vital role in supporting improvements. Staff feel supported in managing necessary changes and work collaboratively, valuing their well-being and workload considerations.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. However, the school must address the implementation of the early reading curriculum to enhance learning outcomes. High expectations and greater ambition for pupils are essential for improving progress. The school has an overly generous view of its effectiveness, and better utilization of guidance from the trust is necessary to enhance the quality of education for all pupils.
