St Mary's Community Primary School, Beetley

What Ofsted said

From the inspection on 10 October 2023

Many pupils enjoy their time at St Mary's. They have a good understanding of how others are different from themselves. Unkind language is rare and is not tolerated by pupils or staff. Some pupils do not have a clear knowledge of how to keep themselves healthy. Other pupils also struggle to share their views on democracy and British values. Pupils attend school regularly and are on time in the morning. Pupils feel safe. They trust adults to act if they are worried about something. In lessons, pupils do not always behave well. Teachers do not always address this. Some pupils distract others. They do not try hard to complete the work set by their teachers. Most pupils follow routines, such as lining up, but they sometimes take time to respond to instructions. At break and lunchtime, pupils' behaviour is better. They play well together. Generally, pupils at St Mary's can take part in a range of activities outside the school day and during lunchtime. They enjoy these opportunities. Pupils take on a range of responsibilities including roles on the school council.

What the school should improve

• Staff do not consistently apply the school's behaviour policy. Expectations of pupils' behaviour are not high enough. As a result, some pupils distract others or do not engage with their work. Leaders should ensure that the school policy is rigorously applied in all classes.
• The curriculum is not yet delivered effectively across the school. As a result, in some subjects, pupils do not know more and remember more. Some staff have not had subject training to enable them to make the improvements required. Leaders must provide appropriate and sufficient professional development opportunities to address this.
• Assessment of pupils' progress is not sufficiently robust or accurate. Subject leaders do not always have accurate information on pupil progress in their subject areas. The assessment systems in some subjects have limited impact. Pupils do not always know how to improve. Leaders must ensure that a consistent and rigorous approach to assessment is implemented.
• School systems for self-evaluation and improvement planning are not sufficiently robust. This reduces leaders' and governors' capacity to understand whether pupils are benefiting from a high-quality education. Leaders should ensure that existing processes are reviewed so that they are fit for purpose. Where systems require updating, this should be done as quickly as is practicable.

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