St Margaret’s Church of England Academy in Bowers Gifford, Essex, has recently undergone an inspection that highlighted its overall performance as good across various key areas. The school, which caters to children aged three to eleven, is part of the Diocese of Chelmsford Vine Schools Trust and is led by headteacher Clare Crosbie. The inspection took place on the 24th and 25th of September 2024, and the findings reflect a positive environment for learning.
The school is characterized by a warm and friendly atmosphere where pupils are eager to attend. From their early years in Nursery, children express enthusiasm for the engaging learning experiences provided by the staff, particularly enjoying history lessons. The school promotes a culture of safety and kindness, encapsulated in the behavior expectations of being safe, kind, and ready. Pupils demonstrate a strong understanding of how to keep themselves safe and are aware of whom to approach with concerns. While instances of unkind behavior do occur, the school addresses these issues promptly, fostering a trusting relationship between pupils and staff.
Despite previous challenges related to staffing changes, the school has stabilized its leadership and teaching staff, leading to improved consistency in learning. Leaders maintain high expectations for pupil achievement, and the curriculum is well-structured and sequenced, allowing pupils to build on their knowledge effectively. As a result, students are achieving well and are able to articulate their learning experiences with enthusiasm.
The school offers a variety of extracurricular activities, enriching the pupils' educational experience. Lunchtime play includes opportunities for art, sports, and building activities, contributing to a well-rounded development for the children. The school has also made significant strides in communication with parents regarding their children's education, which continues to improve.
The curriculum has been refined to ensure clarity and coherence from the early years onward. Recent adjustments have helped staff better understand and implement the high expectations set by the school. However, there are still areas for improvement, particularly in ensuring that all staff possess the necessary subject knowledge to adapt the curriculum effectively for all pupils. This gap can lead to some students not fully accessing the intended curriculum, resulting in learning gaps.
Reading is a priority at St Margaret’s, with a strong emphasis on developing storytelling skills from Nursery through to older year groups. The youngest pupils receive high-quality phonics instruction, and staff closely monitor pupils' understanding, providing timely support for those who need it. Older pupils benefit from a rigorous reading curriculum that enhances their skills across various subjects.
The school is adept at identifying and supporting pupils with additional needs, ensuring that those with special educational needs and disabilities receive appropriate assistance to thrive in their learning environment. Attendance is generally positive, with initiatives in place to support pupils who struggle with punctuality.
Pupils exhibit a strong understanding of the school’s values, demonstrating respectful behavior throughout the school. While most students are focused during lessons, there are occasions when low-level disruptions occur, indicating a need for consistent reinforcement of high behavioral expectations by all staff members.
The school provides a range of trips and experiences that broaden pupils' understanding of the world, fostering a sense of responsibility and encouraging them to make a difference. While Year 6 pupils enjoy various responsibilities, there is a desire among younger pupils for similar opportunities to engage in leadership roles within the school.
Overall, St Margaret’s Church of England Academy is a supportive and nurturing environment where pupils are encouraged to learn and grow. The school is committed to continuous improvement, focusing on enhancing teaching practices and maintaining high standards of behavior to ensure that all pupils can achieve their best.
