Ambleside CofE Primary School, located in Ambleside, Cumbria, underwent an inspection on February 28 and 29, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and areas needing development identified. The quality of education was also rated as requiring improvement, while behavior and attitudes, personal development, and early years provision were rated as good. Leadership and management were found to require improvement.
The headteacher, Alison Broom, leads the school, which is part of The Good Shepherd Multi-Academy Trust. This structure means that the school is overseen by a board of trustees, chaired by Peter Ballard, and a chief executive officer, Claire Render. The school has a strong sense of community, and pupils express enjoyment in attending, highlighting the positive relationships fostered through the school’s values of friendship and forgiveness. Pupils feel safe and cared for, contributing to a happy school environment.
The school aims for all pupils to achieve well, including those with special educational needs and disabilities. While pupils generally perform well in most subjects, there are gaps in knowledge in some areas, leading to uneven overall achievement. The behavior of pupils is commendable, with thoughtful and well-mannered conduct observed during lessons and playtimes. The school has implemented a reward system that encourages positive behavior and hard work.
Pupils take on various roles and responsibilities, such as school councillors and library monitors, which allows them to contribute meaningfully to school life. They also appreciate the extracurricular opportunities available, including outdoor activities that promote learning about the natural world. The school’s woodland area is utilized for activities that help develop resilience and teamwork, with pupils expressing enthusiasm for experiences like camping and making campfires.
The school has recently undertaken a review of its curriculum, aiming to ensure that pupils learn and retain important knowledge over time. Staff have received training to support these changes, and appropriate resources and activities have been selected to enhance learning. However, some curriculum changes are still new, and their impact on pupil achievement has yet to be fully realized. Additionally, gaps in knowledge from the previous curriculum have not been adequately addressed, leading to challenges in building upon prior learning.
In the early years, children benefit from a well-structured curriculum that effectively identifies key knowledge and the sequence of content delivery. Staff in early years demonstrate a strong understanding of child development, tailoring learning activities to meet the needs and interests of children, which prepares them well for key stage one.
Reading instruction is prioritized across all year groups, with pupils enjoying access to a variety of books and engaging in story times led by enthusiastic adults. While most children in the early years and key stage one develop a solid understanding of phonics, some staff are still enhancing their skills in delivering the phonics curriculum, which can hinder the progress of a few pupils in becoming fluent readers.
The school has begun to establish methods for monitoring and evaluating curriculum delivery, but this work is still in its early stages. Variability in curriculum implementation has been noted, which can affect pupil learning. Pupils with special educational needs are included in all aspects of school life, with effective systems in place to identify and support their additional needs.
Pupils generally exhibit positive attitudes toward learning, with low levels of disruption observed. The school provides numerous opportunities for pupils to extend their learning beyond the classroom, including trips and visits from speakers that broaden their understanding of the world. The school also emphasizes the importance of safety and well-being, teaching pupils about diversity and different family structures.
Governance has seen improvements, with trustees and governors gaining a better understanding of the school’s curriculum and pupil achievement. However, there is still a need for more robust challenge to support the school in enhancing educational quality. Since the last inspection, the school has made significant changes while considering staff workload and well-being, ensuring that most staff feel valued and supported in their roles.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. To improve, the school must address the gaps in knowledge resulting from the previous curriculum, enhance assessment strategies, and ensure all staff are adequately trained in delivering the phonics program. Additionally, governance must deepen its understanding of educational quality to hold the school accountable for its improvement efforts.
