St Katharine’s CofE Primary School in Marlborough, Wiltshire, has been recognized as a good school following its inspection on December 7, 2021. The school is characterized by a supportive and engaging environment where pupils enjoy their learning experiences. The rural setting provides ample space for outdoor activities, and the school promotes values such as honesty, effort, respect, and friendship. Most pupils develop confidence and self-assurance, contributing positively to the school community.
The curriculum at St Katharine’s is broad and well-structured, allowing pupils to retain knowledge effectively. Older students appreciate the opportunities to apply their learning in practical contexts, engaging in discussions on important topics like equality and diversity. The inclusion of Latin in the curriculum has also been well-received by some pupils. The school emphasizes resilience and resourcefulness through various adventurous activities, including residential trips. Recent highlights include educational visits to a London museum and interactions with notable figures, such as an Olympic gymnast. The school encourages charitable initiatives, fostering a sense of community responsibility among pupils.
Pupils at St Katharine’s are recognized as good ambassadors for the school, displaying politeness and good manners during lessons and social interactions. The communal lunch setting fosters a family-like atmosphere, and pupils feel safe, knowing that staff are available to assist with any conflicts. Reports of bullying are infrequent, contributing to a positive school culture.
Leadership at the school is focused on enhancing curriculum plans across subjects, addressing previous gaps in focus. The new curriculum outlines essential concepts clearly, enabling pupils to build on prior knowledge effectively. Staff meticulously plan lesson sequences to ensure comprehensive learning, particularly in subjects like design and technology, where pupils are expected to use technical vocabulary and demonstrate their understanding through high-quality work.
Reading is prioritized from the outset, with staff ensuring that pupils engage with texts that align with their phonetic knowledge. Additional support is provided for those who need to catch up, resulting in increased confidence in reading. However, some teaching methods require further adaptation to meet the specific needs of all pupils, particularly in spelling and letter formation.
The mathematics curriculum is ambitious and inclusive, catering for all pupils, including those with special educational needs and disabilities. Staff are addressing gaps in knowledge that arose during the pandemic, and most pupils are performing well in mathematics. Nonetheless, there are instances where teaching does not sufficiently adjust to ensure that all pupils grasp new concepts before progressing.
The school benefits from the support of central trust staff, who provide necessary training for teachers. Leaders utilize feedback from these staff members to refine the school’s development plan. However, there is a need for more stringent quality assurance processes to ensure that all policies are effectively implemented.
Safeguarding measures at St Katharine’s are robust, with staff trained to identify and address concerns promptly. Pupils express that they feel safe and are knowledgeable about maintaining their safety, including online.
To improve, the school must enhance its quality assurance systems to ensure that trustees are accurately informed about the school’s operations. Additionally, teaching practices need to be more precisely tailored to meet the diverse needs of pupils, ensuring that all students consolidate their knowledge effectively before advancing through the curriculum.
