Warboys Primary Academy, located in Huntingdon, Cambridgeshire, underwent an inspection on May 14 and 15, 2024. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education and behaviour and attitudes. However, the personal development and leadership and management were rated as good. The school, which is part of the Thomas Deacon Education Trust, is led by Principal Stuart Mallott and overseen by CEO Scott Hudson and Chair Mark Potter.
Pupils at Warboys Primary Academy are beginning to benefit from recent changes aimed at improving their educational experience. They feel safe and cared for, and they recognize that staff are committed to their academic and social success. Despite these positive aspects, many initiatives to enhance pupil achievement are still in the early stages, resulting in some students having gaps in their knowledge. Most pupils enjoy their learning, particularly in the early years, where children engage with new topics. While behaviour during lessons is generally positive, some pupils do not consistently adhere to school rules, leading to instances of disengagement and disruptive behaviour.
The school offers a variety of extracurricular activities, including sports clubs, choir, and community volunteering, which help develop pupils' talents and interests. School councillors take pride in their contributions, such as fundraising for new play equipment. Educational trips to museums further enrich the pupils' learning experiences.
The school has identified areas for improvement and is actively working to enhance the curriculum. In most subjects, the knowledge pupils need to learn is organized logically. However, some areas, particularly in early years and aspects of reading and writing, are still being finalized. Staff training is underway to ensure that the curriculum is taught effectively, but these improvements are new, and staff are still adjusting to higher expectations. Consequently, some assignments do not fully support pupils in extending their knowledge.
While staff check pupils' understanding, they do not consistently use this information to tailor their teaching to meet individual learning needs, particularly for those with special educational needs and disabilities. This lack of precise adaptation hinders pupils' ability to fill gaps in their learning. A new phonics approach is being implemented to address reading difficulties, and early signs indicate that it is positively impacting weaker readers, although some pupils are still not progressing as quickly as desired.
The school has taken steps to ensure that pupils with special educational needs have their needs accurately identified and supported. Targeted support plans and appropriate resources are in place, and staff have received training to assist these pupils. However, some staff lack confidence in supporting pupils with special educational needs, leading to disengagement and underachievement.
Behaviour expectations have been clarified, resulting in a reduction in incidents. However, inconsistencies in staff application of behaviour policies remain, leading to some pupils not improving their behaviour. Most pupils attend school regularly, but there are still some who struggle with attendance and engagement.
The personal development curriculum is comprehensive, teaching pupils about respect, kindness, and cultural understanding. The trust and academy committee effectively hold leaders accountable, providing support and challenge. Staff appreciate the consideration for their well-being during this period of rapid improvement.
The safeguarding arrangements at the school are effective, ensuring that pupils are protected and supported. However, the school must continue to work on updating the curriculum and ensuring that all staff understand the expectations for pupil learning. Consistent application of behaviour policies is also essential for fostering a positive learning environment. Overall, while there are areas of strength, significant work remains to ensure that all pupils achieve their full potential.
