Middleton Primary School, located in South Bretton, Peterborough, underwent an inspection on July 12 and 13, 2022. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education and early years provision. However, the school demonstrated good behaviour and attitudes, as well as personal development among its pupils. This was the first inspection under the Education Act 2005 since the school became an academy in April 2018.
Pupils at Middleton Primary School enjoy a strong sense of teamwork and respect for one another, which is evident both in lessons and on the playground. Children in the Reception class quickly adapt to classroom routines, learning to work collaboratively and behave appropriately. The school fosters an inclusive environment where diversity is valued, and pupils with hearing impairments are fully integrated into the school community. Safety is a priority, with rare instances of bullying reported, and pupils feel confident that staff will address any concerns.
Despite the positive atmosphere, the school faces challenges in ensuring that pupils achieve to their full potential. Leaders have been working on redesigning the curriculum for two years, but the process has been disrupted by the COVID-19 pandemic and staff turnover. As a result, the curriculum is not yet well-organized in some subjects, leading to uncertainty among teachers about effective instructional methods. While teachers are adept at identifying and addressing misunderstandings during lessons, they do not consistently assess what pupils retain over time, which contributes to gaps in knowledge.
In the early years, the teaching of phonics has not been sufficiently robust to prepare children for the reading curriculum in Year 1. However, structured phonics lessons in Years 1 and 2 have been effective for most pupils, with additional support provided for those who struggle. The provision for pupils with special educational needs and disabilities is inconsistent, although support for deaf pupils is well-executed, enabling them to thrive in both school and broader contexts.
Classroom routines and behaviour expectations are clear, and pupils demonstrate a commitment to learning. Leaders have implemented personal development programs that encourage pupils to appreciate diverse lifestyles and beliefs, fostering their unique identities. Pupils engage in debates and express their views respectfully, while extracurricular activities and educational visits enhance their learning experiences.
Subject leadership within the school is underdeveloped, with leaders lacking a comprehensive understanding of their roles. This limits their ability to support staff effectively in delivering high-quality instruction. The local governing body does not rigorously monitor the work of leaders, which hampers accountability for the quality of education provided. However, most staff express positive sentiments about the leadership and feel supported in their roles.
The safeguarding arrangements at Middleton Primary School are effective, with all staff trained to recognize and respond to potential harm. Leaders maintain detailed records and collaborate with external agencies to support vulnerable pupils. Background checks for adults working with children are conducted thoroughly.
To improve, the school must address the disorganization in the curriculum, ensuring that knowledge is taught in a logical sequence that aids retention. Teachers need training to enhance their assessment practices and provide opportunities for pupils to revisit and practice learned material. Additionally, the school must ensure consistent support for pupils with special educational needs and improve the teaching of early reading fundamentals to better prepare children for future learning.
