St Swithun’s Church of England Primary Academy in Retford, Nottinghamshire, was inspected on 13 and 14 September 2022. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This was the first inspection under section five of the Education Act 2005 since the school joined the Diocese of Southwell and Nottingham Multi-Academy Trust in September 2017.
Pupils at St Swithun’s express happiness in their school environment, appreciating the support from teachers who greet them warmly each day. They feel comfortable sharing their concerns, aided by initiatives like the ‘I need to talk’ box. While pupils report that teachers address bullying effectively, there is a need for greater awareness of diversity and tolerance in broader society. The impact of the COVID-19 pandemic has been noted, particularly in the limitations on opportunities for personal development, although pupils benefit from clubs such as Worship Leaders and School Council.
The school has made strides in early reading and phonics, fostering a love for books among pupils. However, leaders acknowledge the need for improvement in various areas, particularly in the consistency of curriculum implementation across subjects. Subject leaders are aware of their curriculum content but have faced challenges in refining it due to limited time and training. The transition between the early years foundation stage and key stage one lacks precision, which is an area identified for development.
In the early years, children make a good start, with staff effectively supporting their communication skills. Activities are well-organized, promoting independent and collaborative learning. Despite this, some areas of the curriculum require more precision, and leaders are beginning to address these gaps. Reading is prioritized, with staff trained to teach effectively, and pupils are motivated by a range of new books.
The identification and support for pupils with special educational needs and disabilities (SEND) require improvement. While leaders can identify these pupils, the support provided is often too general, limiting their achievement. Pupils generally display positive attitudes towards learning, but there are instances where behaviour declines when lessons are not well-structured. During unstructured times, such as playtime, pupils express a desire for more resources and better organization.
Parents have noted the changes the school has undergone post-lockdowns, with some concerns remaining about bullying. Leaders are actively working to reassure parents that these issues are being addressed. Pupils have opportunities to take on responsibilities, contributing to their personal development through active participation in councils and leadership roles.
The school’s approach to safeguarding is effective, with a strong culture prioritizing pupil safety. Staff receive regular training, and there are appropriate checks on adults prior to their appointment. Pupils learn about online safety and feel secure, although some parents still express concerns about bullying.
To improve, the school must ensure that staff receive comprehensive curriculum training and adapt the curriculum to meet pupils' needs. The tracking of progress for pupils with SEND needs to be expedited, and the targets set for these pupils should be more precise. Additionally, the development of pupils' spiritual, moral, social, and cultural understanding requires enhancement, particularly regarding British values and awareness of diverse faiths and cultures. Attendance remains a concern, with systems in place needing more rigorous application to ensure all pupils benefit from the educational opportunities provided.
