Pathfinder CofE Primary School, located in Northstowe, Cambridge, was inspected on June 11 and 12, 2024. The overall effectiveness of the school was rated as good, with similar ratings for the quality of education, behavior and attitudes, personal development, and leadership and management. However, early years provision was noted to require improvement. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
The headteacher, Claire Eskelson, leads the school, which is part of the Diocese of Ely Multi Academy Trust. The trust is overseen by CEO Adrian Ball and a board of trustees chaired by Helen Jackson. The school has a positive environment where pupils feel happy and safe. Staff serve as positive role models, instilling values of respect and kindness in students. This is evident in the pupils' behavior during lessons and playtimes, with overall conduct being commendable.
In the past year, expectations for pupil achievement have significantly increased, leading to improvements in knowledge across Years 1 to 6 due to an enhanced curriculum. Classrooms are well-organized and conducive to learning. However, changes in the early years have been slower, and while children are beginning to benefit from recent improvements, further work is needed to ensure they are adequately prepared for Year 1.
Older pupils have opportunities to take on leadership roles, such as sports or play leaders, which fosters a sense of responsibility and involvement in school life. Pupils appreciate the extracurricular activities available, including choir participation and sports events, which help them develop their talents and interests.
The school has undergone significant changes, including expansion and increased class sizes, prompting a reorganization of the curriculum. New curriculums have been introduced for key stages 1 and 2, clearly outlining the knowledge pupils need to acquire. However, in some subjects, curriculum plans are still under review, making it challenging to effectively sequence lessons that build on prior knowledge.
Teachers generally present information clearly, and a focus on improving writing standards has positively impacted overall achievement. Pupils with special educational needs and disabilities receive appropriate support, allowing them to access the same curriculum as their peers. While staff assess understanding at the end of topics, there is a need for more precise questioning during lessons to identify gaps in knowledge and misconceptions.
Pupils enjoy reading and have access to a good range of books. A new phonics scheme is enhancing the reading skills of younger pupils, with staff receiving training to teach phonics effectively. However, there are instances where teaching lacks precision, and the school recognizes the need for further training.
The early years curriculum requires further development to ensure a clear progression of learning from Nursery to Reception and into Year 1. This lack of clarity can hinder staff in planning effective learning activities that meet children's needs, including those with SEND. Additionally, some children struggle to manage their emotions, impacting their readiness for the next stage of education.
Pupils generally exhibit high levels of conduct and good manners, facilitating a welcoming environment for new students. The school is actively working to improve attendance, resulting in a decrease in persistent absenteeism. The personal, social, and health education program is age-appropriate, promoting understanding of diversity and different cultures.
Staff express positive sentiments about working at Pathfinder, appreciating the support from leaders in managing workload and well-being. They value the professional development opportunities provided. The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in early years provision and curriculum clarity in certain subjects.
