A WICKFORD primary school's standards have fallen since converting into an academy, according to the national watchdog for education.
North Crescent Primary School was rated “requires improvement” – the second lowest possible score – by Ofsted following an inspection in May.
In a report published this week, the education body deemed the school was in a worse state than it had been pre-conversion.
The school had been rated “good” in 2015, two years before it was closed and reopened under the same name as an academy in the South Essex Alliance Multi-Academy Trust (SEAMAT).
Pupils at the school were said to be benefiting from an “improving education” however, inspectors reserved some criticism for the delivery of the curriculum.
“The implementation of the curriculum does not match the high ambition agreed and set out by leaders,” Ofsted inspectors wrote.
The report highlighted that teachers at the school were at times moving too quickly for youngsters, with “some pupils struggling to recall and apply their new and growing knowledge,” hindering their development.
Students’ behaviour at school was praised, while bullying was said to be “rare”.
“Positive interactions, modelled by staff, provide a strong foundation for personal development,” the report said.
“Pupils are confident that adults will sort out any problems that do arise. They know adults genuinely care for them and they feel safe.”
The school’s special educational needs provision was also praised in the report.
“There are effective systems in place to identify pupils with special educational needs and/or disabilities. This ensures that pupils with SEND are identified without delay,” inspectors noted.
Headteacher Sharon Walker said: “I myself am extremely proud of how the school has improved over the past academic year in terms of how it provides a safe, holistic and ambitious education to its pupils. This is reflected in the report.
“The staff are deeply committed to fine-tuning some of the areas for development and the inspectors were extremely complimentary of how well the children can talk about their learning, how they are supported socially, and the wide ranging experiences that they receive in school.“