Quality counts here at St Monica Primary School
St Monica Primary School has been praised for a third consecutive time by a national education charity which shares leading practice in classrooms.
Challenge Partners, an organisation encouraging schools to work together to make educational improvements, carried out the latest annual quality assurance review at the school’s request.
Following a visit in November at the school in Sholing, the review team found that leadership at all levels was Effective, as was the quality of provision and outcomes.
Effective
Also cited as Effective was the quality of provision and outcomes for disadvantaged pupils and pupils with additional needs.
The school, which has 354 pupils and converted to an academy in 2022 as part of the Inspire Learning Partnership trust, moved into its current new building in 2023 to house its 14 classes from Reception to Year 6.
Claire Lowe, Chief Executive of Inspire Learning Partnership, a group of schools in Southampton and on the Waterside, said: “It’s reassuring to hear from Challenge Partners, in a third consecutive quality assurance review, that St Monica is developing well.
Development
“Crucially, the report helps us with the school’s continuing development, which can only be of positive benefit to the children.
“It is also encouraging to hear that the school's approach to managing pupils' behaviour has been very effective, with much improved behaviour and fewer suspensions amid our focus on ‘Be safe; Be ready; Be respectful’.”
Claire added: “There were also lovely references to pupils showing pride in their learning and that results at the end of Key Stage 2 have improved, with an increase in the proportion attaining the combined reading, writing and mathematics standard, both for all pupils and for the disadvantaged.”
High expectations
Richard Waghorn is Head of School and Hayley Clark is Interim Principal at the school.
The review stated: “Leaders work tirelessly for the benefit of St Monica’s pupils. They are reflective and have high expectations of staff and pupils.
“They have identified appropriate school improvement priorities and are very clear about what is working well and honest about what needs to improve.
Commitment
“Their commitment and determination to drive improvements have been effective as standards have risen in the past few years.”
The review also highlighted very positive relationships between staff and senior leaders, with wellbeing a high priority; staff feel valued and appreciate having their voice heard and refer to the ‘family feel’ of the school.
The school benefits from “very strong support from the Trust”.
Opportunities
For example, the Trust Director of Primary Education visits the school each week to support the leaders and the quality assurance processes.
A good range of opportunities for collaboration across the Trust is available for leaders at all levels.
For example, there is an annual Trust conference and a range of professional development activities such as middle leaders’ training, national professional qualifications, and meetings for moderation and subject leaders.
Outward
The school was seen as outward facing, with useful links to the University of Southampton, Solent Maths Hub and the local authority Inclusion audit programme, as well as other Trust schools.
Staff experience a wide range of continuing professional development (CPD), within and beyond the school, the review highlighted.
There are opportunities for coaching for teachers and learning support assistants.
Clear focus
Several members of staff have ‘risen through the ranks’ and further opportunities are available through the Trust.
Weekly teaching and learning meetings have a clear focus on the school improvement priorities.
The school has “established strong relationships with parents and their engagement is strong, as evidenced by the high attendance at parents’ evenings”.
Support
There are many opportunities for parents to visit the school and learn about curriculum developments, such as the phonics scheme, and how they can help their children at home.
The family support officer provides ‘invaluable support’ for vulnerable families and has played a key role in helping to improve attendance.
Furthermore, there is a wide range of extra-curricular activities that enhance pupils’ personal development, such as lunchtime clubs (for example, gardening, recorder and choir), trips, including residentials, and visitors.
Responsibilities
Pupils enjoy being given responsibilities, such as ‘pupil leader’, and having a voice on the pupil leadership team.
They described how they suggested playground activities, which are now being purchased by the parents.
In the report, it was stated that St Monica is an inclusive school; staff know their vulnerable pupils, including those who are disadvantaged and/or have SEND.
Checking in
Vulnerable families are contacted each week in the holidays to ‘check in’ and offer support if needed.
Provision for pupils with SEND is managed by “an energetic and knowledgeable coordinator (SENDCO) who has implemented many improvements since she has been in the role and has developed a wide range of effective links with external agencies”.
For example, they have strong relationships and support from the hearing and visual impaired advisers, Portsmouth Downs Syndrome Association, Southampton’s Mental Health in Schools team and other outreach teams.
Challenge Partners
Challenge Partners is a charity working to advance education for the public benefit; it is not a statutory accountability body. The QA review does not audit schools’ safeguarding or behaviour policies and practices. However, Lead Reviewers and visiting reviewers are expected to follow Challenge Partners’ safeguarding policy and report any concerns as set out in the procedures.
