Swaffham Prior Church of England Primary School, located in Cambridge, has recently undergone its first inspection since becoming an academy. The inspection took place on November 29 and 30, 2022, and the overall effectiveness of the school was rated as good. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision all received a good rating as well. The school community is characterized by a warm and caring atmosphere, with pupils and staff expressing pride in their school. The Christian values of peace, compassion, community, perseverance, wonder, and hope are integral to the school's ethos, helping pupils understand kindness and consideration. Collective worship assemblies are particularly valued, with pupils noting that the lighting of a candle fosters a sense of peace.
The school environment is described as happy and safe, with pupils demonstrating positive behavior and attitudes. They are polite, respectful, and confident that any issues, including bullying, would be addressed by adults. Parents and carers share this confidence. The high expectations set by school leaders contribute to pupils' enthusiasm for learning, and they receive strong support from staff to achieve their best. Opportunities for developing confidence and resilience are abundant, with pupils enjoying relationships with the local vicar and visits to the church. They also demonstrate an understanding of tolerance and diversity, reflecting a well-rounded awareness of the world beyond their immediate community.
Leaders have crafted a broad and ambitious curriculum that caters to all pupils, including those with special educational needs and disabilities. They have identified key knowledge for pupils to learn and remember, ensuring a logical progression in learning. However, the systems for checking pupils' understanding are not consistently applied across all subjects. Reading is prioritized, with effective phonics instruction in place from the early years. Staff are well-trained, and pupils receive appropriate support to develop their reading skills, with older pupils expressing enthusiasm for reading lessons.
The curriculum is well-structured, particularly in mathematics, where early years pupils quickly learn numerical concepts. Systems are in place to identify learning gaps, and targeted support is provided when necessary. The school fosters a calm learning environment, with pupils attentive and cooperative in lessons. The early years setting encourages exploration and risk-taking, promoting confidence and resilience as children transition to Year 1. Pupils with emotional challenges receive adequate support, minimizing disruptions to learning.
Leaders are knowledgeable about the needs of pupils with special educational needs and disabilities, seeking external support when needed. However, the guidance provided to teachers regarding these pupils is sometimes imprecise, which can hinder their progress. The school excels in promoting personal development, with pupils recalling numerous trips and events, as well as participation in sports. The personal, social, and health education curriculum offers a wide range of opportunities, including learning about fundamental British values through school leadership roles.
Governance is effective, with governors holding school leaders accountable for the quality of education. Staff feel valued and supported. Safeguarding arrangements are robust, with all adults receiving high-quality training to recognize and respond to welfare concerns. Leaders engage effectively with external agencies to support families and ensure pupil safety. Pupils learn about safety through the curriculum and trust adults to help them with any worries.
To improve, the school needs to ensure that systems for checking pupils' understanding are consistently implemented across all subjects. Additionally, the information provided to teachers regarding pupils with special educational needs should be more precise to better support their learning needs. This will enable all pupils to build on their learning effectively.
