Combe St Nicholas Church of England VA Primary School

Combe St Nicholas Church of England Voluntary Aided Primary School Combe St Nicholas, Chard, Somerset, TA20 3NG

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Almost all pupils make good progress from their starting points, especially in reading and writing. Attainment fluctuates year on year because of very small cohorts with differing numbers of pupils with special educational needs.  Since the last inspection the percentage of more able Year 6 pupils reaching the higher level in both English and mathematics has improved significantly.  This is because the quality of teaching has improved and is now consistently good with some outstanding features. Teachers have worked hard to introduce new methods of teaching basic skills through lively whole- school themes. Relationships are exceptionally good, establishing a positive climate for learning and encouraging pupils to want to do their best.  Pupils enjoy being at school. As a result their attendance is excellent. They behave well in lessons, around the school and towards each other. Pupils know they are very safe in

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Summary of key findings for parents and pupils

school and well looked after. Mutual respect between pupils and adults ensures that pupils’ views are valued and acted upon through the school council.  Since the last inspection the headteacher has worked hard to establish a small but strong whole-school team committed to improvement. By accepting help from a Local Leader in Education, strengthening the monitoring role of governors and taking advantage of opportunities for professional development, especially within the local cluster of small schools, the school has successfully addressed all previous issues.

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It is not yet an outstanding school because

 Pupils do not make as much progress in mathematics as they do in reading and writing.  Pupils do not have enough opportunities to use or strengthen their mathematical skills across all subject areas. September 2012 2 of 10

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Information about this inspection

 The inspector visited nine lessons and observed three teachers.  A wide range of documentation was scrutinised, including pupils’ work, systems for monitoring and tracking pupils’ progress, safeguarding procedures, and the school’s self-evaluation and plans for improvement.  Meetings were held with the governing body, staff and groups of pupils.  The inspector spoke to a representative from the local authority and the Local Leader for Education who had previously given support to the school in areas identified as in need of improvement.  The inspector took account of the views of 26 responses from Parent View, meetings with parents and carers and the school’s most recent questionnaire to parents and carers.  Questionnaires from five members of staff were analysed.

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Inspection team

Anna Sketchley, Lead inspector Additional inspector September 2012 3 of 10

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Information about this school

 The school is much smaller than the average sized primary school.  All pupils are taught in mixed-age classes.  The proportion of pupils supported through school action is significantly higher than the national average.  The proportion of pupils supported at school action plus is below the national average.  The proportion of pupils known to be eligible for the pupil premium is significantly below the national average.  The school is part of a local collaboration of five small primary schools.  The pre-school on site is under the management of the governing body.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

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What does the school need to do to improve further?

 Raise achievement in mathematics by:  embedding the strategies that have already begun to improve pupils’ performance in mental mathematics  providing more opportunities for pupils to practise problem solving in a range of contexts  providing continuing professional development for teachers by sharing good practice and expertise more widely  providing professional development for teaching assistants to ensure that they support pupils’ learning in mathematics as well as they do in English  providing more opportunities for pupils to use their mathematical skills in other subjects. September 2012 4 of 10

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Inspection judgements

The achievement of pupils is good  Children join the Reception class with the levels of knowledge and skills that are broadly expected for their age. The good progress they make is maintained throughout Key Stage 1.

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Inspection judgements

 Small year groups and varying numbers of disabled pupils and those who have special educational needs mean that attainment at the end of Year 6 fluctuates from year to year.

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Inspection judgements

 Attainment in the current Year 6 is not as high as last year because almost half of the pupils have been identified as in need of school action and some require school action plus.

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Inspection judgements

 In reading and writing almost all pupils are making expected progress from their starting points and many are exceeding it. Progress in writing has accelerated significantly since the last inspection. Teachers ensure that pupils are very aware of the features required in their writing at different levels and reflect on their work to make improvements. For example, Year 6 pupils used features for Level 4 writing to improve a piece of Level 3 writing based on ideas from ‘The Witches’ during an exciting ‘Roald Dahl Day’.

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Inspection judgements

 The teaching of phonics is particularly well organised. It is taught in mixed-age groups and so meets the needs of all pupils. This helps younger pupils, and those with special educational needs, use their knowledge to successfully to tackle unfamiliar words such as ‘suspiciously’.

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Inspection judgements

 Attainment in mathematics is not as strong as in English and although most pupils make expected progress, fewer exceed this. Nevertheless, attainment at the higher Level 5 has improved since the last inspection.

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Inspection judgements

 As a result of its own analysis, which showed a dip in mental arithmetic, dedicated time for mental arithmetic and more emphasis on pupils’ listening skills have been put into place and are already showing an improving trend.

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Inspection judgements

 Pupils do not always choose the correct number process when solving mathematical problems and they have insufficient opportunities to practise this skill across other subjects.

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Inspection judgements

 Pupils eligible for the pupil premium, those who are disabled and those who have special educational needs are very well supported by skilled teaching assistants. Initiatives funded by the pupil premium especially support work on sentence construction and on basic number work. These have been successful in closing the gap in the attainment of the lowest 20% and the rest over time.

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Inspection judgements

 The local secondary school helps support disabled pupils and those who have special educational needs. This helps both groups to make at least good progress and aids continuity on transfer.

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Inspection judgements

The quality of teaching is good  Teaching is consistently good throughout the school. This is a significant improvement since the last inspection.

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Inspection judgements

 Excellent relationships establish a very positive climate for learning. Pupils’ good behaviour and attitudes are evident in their independent work, enabling them in lessons to complete September 2012 5 of 10

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Inspection judgements

their tasks even when working independently.

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Inspection judgements

 The teaching of English is sometimes outstanding. Some teachers are not as confident when teaching mathematics as their subject knowledge is not as secure. Thus there are insufficient opportunities for pupils to use their numeracy skills in other subjects.

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Inspection judgements

 Teachers demonstrate very secure subject knowledge in literacy lessons enabling them to interpret the curriculum in imaginative ways that stimulate pupils’ curiosity and interest. This has led to a dramatic improvement in writing since the last inspection.

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Inspection judgements

 Using ‘Charlie and the Chocolate Factory’ as a stimulus, Years 2, 3 and 4 pupils learned to write instructions by first making sweets with melted chocolate and chocolate ice cream. Their writing was given a clear purpose when they were encouraged to take the instructions home for their parents to try the recipe.

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Inspection judgements

 Information and communication technology (ICT) is ably used by teachers and pupils during lessons. This captures pupils’ attention well. In Year 1 pupils used their ICT skills confidently as they manipulated a program about where people live.

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Inspection judgements

 The curriculum fully supports pupils’ spiritual, moral, social and cultural development especially through the use of Sunday School Wood for Forest School experiences. A small group of Reception children and Year 1 pupils enjoyed a truly spiritual experience together in the wood making ‘dream catchers’, telling each other of their dreams while extending their fine physical skills and language development.

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Inspection judgements

 Lessons are well organised, maximising the small size of the school and the use of highly skilled teaching assistants to form teaching groups across the age range, particularly for reading and phonics work.

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Inspection judgements

 Teachers plan all lessons carefully, ensuring that tasks meet and challenge the different ages and abilities of pupils in each class. This has led to a rise in the number of more able pupils achieving the levels of which they are capable.

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Inspection judgements

 Pupils are very clear about what they are to learn because teachers share the learning intention with them at the beginning of every lesson. Pupils use their target cards well to remind them about their personal targets and, alongside teachers’ marking, guide them to take responsibility for their own improvement. This is an important development since the last inspection.

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Inspection judgements

 Teachers are particularly skilled at questioning pupils to check their understanding, especially at the end of the lesson. Questions are modified according to the needs and understanding of particular pupils, encouraging them to show what they know.

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Inspection judgements

The behaviour and safety of pupils are good  Excellent relationships and mutual respect exist between all pupils and adults.

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Inspection judgements

 The views of pupils and parents and carers support inspection evidence and school records show that bullying is rare and behaviour over time is good. September 2012 6 of 10

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Inspection judgements

 Pupils say they feel very safe in school and parents and carers fully support this view.

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Inspection judgements

 Participation in anti-bullying week and the school’s effective personal, social and emotional curriculum ensure that pupils understand about different types of bullying. Internet safety is understood and well established.

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Inspection judgements

 Behaviour in lessons during the inspection was very good because pupils are interested and staff are skilled at behaviour management.

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Inspection judgements

 Pupils are very polite, both to adults and to one another. They are very caring. Evidence of this is seen in the way in which Year 5 ‘Buddies’ look after Reception children.

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Inspection judgements

 Involvement in decision making through the school council, and roles such as Year 6 mediators and the Children’s Parliament encourage a good attitude to learning and help pupils feel valued and make good progress.

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Inspection judgements

 The school is successfully emerging from a period of significant disruption, including budgetary constraints and redundancies, because self-evaluation is accurate and the headteacher, with the help and advice of a Local Leader in Education, has built a small but strong team of teachers and assistants dedicated to improvement.

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Inspection judgements

 Accurate identification of weaknesses in teaching and the implementation of effective initiatives have bought about an improvement in writing and demonstrate a good capacity for further improvement. The current focus on improving attainment and progress in mathematics is also beginning to make a difference, especially in pupils’ mental skills, but there is still more to do.

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Inspection judgements

 The management of teachers’ performance is rigorous and closely aligned to the national Teaching Standards. It clearly identifies individual professional development needs and how these will be fulfilled.

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Inspection judgements

 Almost all pupils are making better progress than previously because of more rigorous tracking and regular meetings to discuss individual pupils’ progress and how best to meet their needs.

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Inspection judgements

 The curriculum gives pupils many memorable experiences. It is carefully planned to take account of mixed-age classes. Opportunities for extra-curricular activities are excellent for such a small school and are of considerable benefit to pupils’ personal, social and health education.

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Inspection judgements

 The very good collaborative partnership and reciprocal arrangements with four other local small schools and the local secondary school allow teachers to contribute to and take advantage of professional development.

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Inspection judgements

 Equality of opportunity for different groups of pupils is promoted well and the school does not tolerate any discrimination. The governing body and school staff ensure that safeguarding procedures are followed rigorously and regular training and monitoring ensure that a high quality is maintained. September 2012 7 of 10

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Inspection judgements

 The governance of the school:  governors have a good understanding of the school’s strengths and weaknesses, effectively monitoring its work and challenging it to do better  governors have particular expertise in managing the school’s finances and track funding well, including the use of the pupil premium  the headteacher’s performance management objectives are rigorously monitored and pertinent to areas for school improvement  the governing body ensures that all statutory safeguarding requirements are met. September 2012 8 of 10

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupil’s needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupil’s needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school

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Grade Judgement Description

is failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors. September 2012 9 of 10

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School details

Unique reference number 123828 Local authority Somerset Inspection number 402203

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 70 Appropriate authority The governing body Chair Sue Freeston Headteacher Lesley Katner Date of previous school inspection 18–19 November 2009 Telephone number 01460 63116 Fax number 01460 66963 Email address Sch.110@educ.somerset.gov.uk September 2012 10 of 10

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School details

guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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School details

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille,

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School details

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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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