St Luke’s C of E Primary School in Cambridge underwent an inspection on March 21 and 22, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, as well as personal development, were rated as Good. Leadership and management, along with early years provision, were similarly rated as Requires Improvement. This was the first inspection under section five of the Education Act 2005.
The school is described as a happy and safe environment for pupils, who learn about positive relationships through the school’s values known as the ‘St Luke’s way.’ Pupils demonstrate respect towards adults and each other, and younger pupils benefit from mixed-age classes, fostering collaboration and respectful interactions. However, the curriculum lacks coherence in some subjects, leading to gaps in pupils’ learning and achievement.
Behaviour at the school is positive, with pupils responding well to high expectations set by leaders, contributing to a calm atmosphere. Instances of bullying are rare, and when they occur, they are promptly addressed by adults. The school provides pupils with opportunities to learn important life skills and experiences that enhance their education, such as visits and activities that promote equity among all pupils.
Leaders are actively working with the trust to improve the curriculum, aiming to ensure that all pupils, including those with special educational needs and disabilities, develop the necessary knowledge for success. While progress has been made in subjects like mathematics and art, there are still areas where the curriculum does not adequately build on prior knowledge, particularly for pupils in mixed-age classes. This has resulted in some pupils not achieving their full potential.
The delivery of the curriculum varies, with some teachers effectively planning activities that support learning, while others lack precise plans to assess pupils’ understanding. In early years, children show confidence in certain areas, but staff need to enhance their expertise to better assess and support children’s learning, ensuring they are well-prepared for Year 1.
Pupils are introduced to a new phonics scheme, which helps develop their reading skills. However, not all staff are equipped to teach this program effectively, leading to some pupils struggling with reading. Older pupils, on the other hand, show enthusiasm for reading and have access to a diverse range of books.
Leaders have established clear behaviour expectations and processes that support pupils’ focus and positive attitudes towards learning. The personal, social, and health education curriculum effectively supports pupils’ development, preparing them for life in modern Britain through well-planned events and activities.
Staff appreciate the consideration given to their workload and the training opportunities provided by the trust. The trust maintains effective oversight of the school’s operations, focusing on curriculum improvements and ensuring compliance with statutory responsibilities.
Safeguarding arrangements are effective, with leaders prioritizing pupil welfare and ensuring prompt action on concerns. Staff are vigilant and trained to recognize and report issues, while pupils learn about safety through the PSHE curriculum.
To improve, leaders must better identify and sequence the knowledge required across the curriculum, ensuring all areas are adequately covered. There is a need for consistent expertise among staff in delivering the phonics program and in early years education to enhance pupils’ readiness for future learning.
