Setting

Ross Minton Headteacher Churchfield Church School Burnham Road Highbridge Somerset TA9 3JF

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Additional, remote monitoring inspection of Churchfield Church School

Following my remote inspection with Stewart Gale, Her Majesty’s Inspector (HMI), of your school on 4 March 2021, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken to provide education to all pupils during the current circumstances.

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Additional, remote monitoring inspection of Churchfield Church School

This monitoring inspection was conducted under section 8 (2) of the Education Act 2005 (as amended) and in accordance with Ofsted’s published procedures for visiting schools while routine inspections remain temporarily suspended. It was additional to the usual monitoring process for schools that are judged to require improvement.

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Additional, remote monitoring inspection of Churchfield Church School

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, this monitoring inspection was carried out remotely. As such, the range of evidence available to inspectors was narrower than would normally be the case during an on-site inspection. As a result, this letter provides a more limited level of assurance than our usual monitoring reports.

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Additional, remote monitoring inspection of Churchfield Church School

The inspection took place because the school has received two successive judgements of requires improvement. The school’s most recent section 5 inspection took place in November 2017.

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Additional, remote monitoring inspection of Churchfield Church School

Having considered all the evidence and taking into account the impact of COVID-19 on the school, I am of the opinion that at this time:

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Leaders and those responsible for governance are taking effective action

to provide education in the current circumstances. Ofsted

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Leaders and those responsible for governance are taking effective action

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted Leaders for governance should take further action to:

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Leaders and those responsible for governance are taking effective action

 break down the content of the curriculum into small steps that clearly set out the sequence of learning in each subject.

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Context

 There have been significant changes to staffing and governance since the previous inspection. You were appointed in May 2020. The special educational needs coordinator (SENCo) started at the school in September 2020. A second deputy headteacher and a large number of teachers have also been appointed. The chair of the governing board was appointed in September 2020. Two trustees and four governors have recently joined the local governing board.

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Context

 During the autumn term 2020, the Year 4, 5 and 6 ‘bubbles’ spent some time learning at home. They completed their lessons remotely for fourteen days.

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Context

 Approximately 40% of pupils were attending school at the time of the inspection. Just over 50% of vulnerable pupils were learning in school, including 70% of pupils with an education, health and care plan.

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Main findings

 At the start of the third national lockdown, you and your team were determined that all pupils should continue to receive daily lessons that follow their usual curriculum. You ensured that pupils who are learning at home are equipped with electronic devices and internet access. Teachers pre-record suitable lessons and regularly meet with pupils online to check on their learning and well-being.

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Main findings

 All pupils take part in the same online activities, whether learning in school or at home. They have useful learning resources, such as number lines. Teachers check that pupils are completing their daily learning activities. Consequently, they know when to provide extra help.

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Main findings

 You and your team have adapted the curriculum to help pupils who are learning at home. The mathematics lead has appropriately changed the order of learning in the mathematics curriculum. For example, fractions will be taught later in the term when all pupils return to on-site learning.

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Main findings

 Subject leaders have found out where there are gaps in pupils’ knowledge. You know that pupils will need to catch-up and close gaps in their learning, but subject leaders have not yet identified the steps needed to close these gaps.

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Main findings

 Pupils in the early years and Year 1 have relevant online phonic lessons every day. This is supported with online reading books chosen by teachers, which correctly match pupils’ phonic and reading ability. Pupils in Years 2 to 6 have daily guided reading sessions. The English leader has carefully selected books to help expand pupils’ vocabulary.

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Main findings

 The SENCo works closely with staff and parents. Learning activities are suitably adapted for pupils with SEND. Staff support pupils with SEND well. For example, staff provide extra one-to-one help for pupils attending on site, and additional online support for pupils learning at home.

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Main findings

 Governors and trustees have a sound knowledge of the school’s development priorities. They meet regularly with leaders and hold them to account with rigour for their plans and actions. Governors and trustees have continued to attend appropriate training through the period of the pandemic.

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Main findings

 The multi-academy trust provides staff with training that is well matched to their needs. Local teacher networks also provide useful training for staff. For example, middle leaders have attended curriculum training which has led to a deeper understanding of their curriculum areas. However, leaders recognise that there is still much to do to improve the curriculum.

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Evidence

This inspection was conducted remotely. We spoke to you, other senior leaders, the multi-academy trust chief executive officer, representatives of those responsible for governance, pupils and staff to discuss leaders’ actions to provide education to all pupils during a national lockdown.

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Evidence

We also looked at examples of online learning activities and a sample of external review documents. We looked at responses to Ofsted’s online questionnaire, Parent View, including 38 free-text responses, and 53 staff questionnaires.

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Evidence

I am copying this letter to the chair of the governing body and the chief executive officer of the Bath and Wells multi-academy trust, the director of education for the Diocese of Bath and Wells, the regional schools commissioner and the director of children’s services for Somerset. This letter will be published on the Ofsted website.

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