Shortstown Primary School, located in Bedfordshire, has been evaluated positively in its recent inspection, achieving an overall effectiveness rating of good. The inspection took place on 12 and 13 October 2021, marking the first inspection since the school converted to an academy in June 2017. The school serves a diverse population, with a significant number of pupils facing barriers to learning, including those who enter with limited English proficiency. The school environment is described as welcoming, fostering a caring atmosphere where pupils feel safe and supported. Attendance is high, and pupils demonstrate a strong desire to learn.
The school has implemented effective strategies to support pupils in catching up academically following the disruptions caused by the COVID-19 pandemic. Leaders have prioritized English and mathematics, ensuring that curriculum plans clearly outline the knowledge and skills required for pupils' success. In addition to core subjects, the school provides a broad education, with well-structured teaching plans in subjects such as physical education, music, and computing. However, there are inconsistencies in the planning of subjects like science, history, and art, where the curriculum does not always provide clear guidance on the sequence of learning.
Reading instruction is a key focus at Shortstown Primary School, with staff well-trained in phonics. Most pupils are developing the necessary skills to become confident readers, and additional support is provided to those who struggle. The school emphasizes vocabulary development across all subjects, with teachers actively introducing and modeling important terms. Early years provision is also strong, with children engaging in activities that promote early reading and mathematical skills. However, there is a need for better alignment between early years and Year 1 to ensure a smooth transition.
The school is committed to inclusivity, with high expectations for pupils with special educational needs and disabilities. Teachers adapt their approaches to ensure these pupils can fully participate in lessons. Pupils are encouraged to be respectful and resilient, fostering a positive attitude towards learning and collaboration.
Personal development is a priority, with numerous opportunities for pupils to engage in community initiatives and leadership roles. The school encourages active citizenship, as demonstrated by pupils' involvement in discussions about climate change with local politicians. Governors are well-informed about the school's strengths and weaknesses, enabling them to provide effective support and challenge to school leaders.
Safeguarding measures are robust, with staff receiving regular training to address local community issues. Leaders are proactive in identifying pupils who require additional support and work collaboratively with external professionals to ensure their needs are met. The school maintains a high priority on safeguarding, with governors conducting regular checks on systems to ensure pupil safety.
Despite the overall positive evaluation, the school must address the need for more detailed curriculum plans in certain subjects and improve the coherence of the curriculum across all phases of education. Leaders are encouraged to enhance collaboration between curriculum leaders and early years staff to strengthen the continuity of learning. The inspection confirmed that pupils benefit from a good quality education, and the school is well-positioned to build on its successes while addressing areas for improvement.
