St Edmund’s Catholic Primary School in Bungay, Suffolk, has been rated as good in its recent inspection conducted on July 2 and 3, 2024. The school, which is part of the St John the Baptist Catholic Multi-Academy Trust, is led by headteacher Samantha Barlow. The trust is overseen by CEO Kim Payne and a board of trustees chaired by Ruth Hollis. The school has a strong sense of community, with pupils demonstrating kindness and respect. They are aware of the high expectations set by the school, which motivates them to strive for their best. The school promotes positive character development through its initiative known as the Joy of Not Knowing, encouraging pupils to earn certificates and house points while fostering curiosity and a reflective attitude towards learning.
Pupils feel happy and safe at school, adhering to established rules that support a conducive learning environment. The school takes decisive action against any disruptive behavior, ensuring that lessons are rarely interrupted. Pupils actively engage in leadership roles, such as volunteering to manage play equipment and participating in the school council, which enhances their understanding of democracy and responsibility. They also benefit from after-school clubs that introduce them to new sports and interests.
The curriculum at St Edmund’s is broad and ambitious, with recent reviews improving the teaching of reading, writing, and mathematics. These changes have positively impacted pupils' achievements in key stage one, although some adjustments have yet to reflect in the outcomes for key stage two. The curriculum is designed to help pupils revisit key topics, reinforcing their learning and enabling them to make connections across subjects. For instance, pupils confidently discuss their science learning and recall techniques from their art classes.
Reading instruction is particularly effective, with well-trained staff ensuring that pupils read books aligned with their phonics knowledge, which aids fluency and expression. Teachers promptly identify pupils who may struggle with phonics, providing additional support to help them catch up. The focus on vocabulary development is evident in pupils' written work.
Despite these strengths, the school has faced challenges due to staff turnover, leading to variability in the quality of pupils' work and expectations. This has resulted in some pupils, especially those who are more able or disadvantaged, not progressing as quickly as they could. Leaders are encouraged to enhance teachers' subject knowledge to fully realize the curriculum's vision. Additionally, in some foundation subjects, the quality of learning is not systematically monitored, which can lead to unaddressed gaps in pupils' knowledge.
The school has a higher-than-average proportion of pupils with special educational needs and/or disabilities, and their learning needs are well considered. Adaptations in lessons allow these pupils to engage effectively with their peers. Behaviour is generally good, with clear expectations set by leaders, and instances of bullying are rare and addressed promptly.
Pupils' personal development is well supported, as they engage in community service and learn to respect diverse views and beliefs. Local resources, such as visits to the local castle and river, enhance their learning experiences. Leaders at all levels are knowledgeable about the school and have collaborated to improve the curriculum. They recognize the impact of staff changes on parental confidence and are actively working to rebuild trust. Staff report feeling supported and value the training they receive.
The school's safeguarding arrangements are effective, ensuring a safe environment for all pupils. Overall, while the school has many strengths, it must address inconsistencies in teaching quality and ensure systematic checks on learning in all subjects to further enhance pupil progress.
