The Corsham Regis Primary Academy

Inspection of The Corsham Regis Primary Academy Kings Avenue, Corsham, Wiltshire SN13 0EG

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Inspection dates: 9 and 10 February 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 9 and 10 February 2022

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What is it like to attend this school?

Pupils enjoy their time at school. They make friends and learn happily together. They are proud to live up to the school expectations of LORIC: leadership, organisation, resilience, initiative and communication. This helps pupils develop into confident and successful learners.

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What is it like to attend this school?

Pupils behave well in class, around school and on the playground. In lessons, they try hard, concentrate and stick at tasks even when they find them difficult. Pupils show pride in their work. They enjoy debating. For example, pupils express their thoughts and ideas confidently when talking with adults. Pupils show good manners and respect for each other’s opinions.

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What is it like to attend this school?

Staff care for pupils and keep them safe. Pupils know that adults in school will help them if they have any worries. Pupils say there is very little bullying but there are occasional squabbles. When these happen, they say that staff help them resolve their differences.

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What is it like to attend this school?

Pupils enjoy taking on responsibility. For example, they look after playground equipment and older pupils coach younger ones to develop their football skills. Pupils are proactive in supporting national and local charities. For example, they bake cakes to support the air ambulance.

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better?

Leaders have a clear and determined vision for every child to succeed. They have formed a cohesive and committed leadership team. Together, they have brought about many improvements across the school. As a result, the quality of education pupils receive is good, and they attend well.

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better?

Leaders have designed an effective curriculum. In each subject, leaders have identified what pupils need to learn, and in what order. This means that the curriculum builds sequentially over time. As a result, pupils study a broad curriculum, and most pupils learn well across a full range of subjects. Pupils work hard and show a genuine interest in knowing and remembering more across the curriculum.

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better?

Leaders promote a love of reading across the school. Pupils start to learn phonics as soon as they join Reception. Staff follow a clear and structured scheme to help pupils learn their letters and sounds. As a result, pupils at the early stages of reading learn to read well. Across the school, the teaching of reading allows pupils to talk in depth about books and authors. Most pupils gain a good understanding of what they read and become confident readers.

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better?

In mathematics, teachers have good subject knowledge and encourage and model the use of specific vocabulary. Teaching builds securely on what pupils have learned. As a result, pupils become proficient mathematicians and enjoy this. However, in 9 and 10 February 2022

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some other subjects, checks on what pupils know and understand are not as precise. Consequently, teaching in some other subjects does not build on what pupils know sufficiently well. This means that, at times, pupils’ misconceptions are not picked up swiftly.

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Leaders identify and assess pupils with special educational needs and/or disabilities (SEND) accurately. Leaders involve parents in forming individual plans to meet pupils’ needs. As a result, pupils with SEND learn the curriculum well, working confidently alongside their peers.

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Subject leaders are developing their roles well. A few subject leaders are implementing new teaching approaches in their subjects. This work is recent. Consequently, these new approaches have not yet had time to embed in every subject. As a result, some teaching does not ensure that pupils gain all the knowledge they could. For example, pupils produce impressive artwork across the school, but some pupils’ knowledge of drawing techniques is less secure.

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Pupils understand the terms ‘stereotype’ and ‘prejudice’. They know that it is wrong to judge someone because of their gender, appearance or beliefs. They have a good understanding of what makes a healthy relationship. Pupils learn about other cultures and faiths. This helps them develop a sense of the world around them, preparing them well for life in modern Britain.

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Governors know the schools’ strengths and areas for development. Together with leaders from the sponsor school, they support and challenge staff well. They check the impact of leaders’ work. Staff appreciate governors’ and school leaders’ efforts to support their well-being and work-life balance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is a strong culture of safeguarding in the school. Leaders carry out pre- employment checks on adults working in the school thoroughly. Staff know how to recognise signs of abuse or neglect. They know that it is everyone’s responsibility to keep children safe. Staff work effectively with other professionals and agencies to minimise pupils’ risk of harm.

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Safeguarding

Pupils know what to do and who to talk to if they, or their friends, experience any harassment or abuse.

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(Information for the school and appropriate authority)

 In some subjects, assessment is not used to identify pupils’ misconceptions consistently well. This slows pupils’ learning down. Leaders should ensure that 9 and 10 February 2022

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assessment is used consistently well so that teaching addresses any misconceptions and pupils gain all the knowledge they should in every subject.  Recently, some subject leaders have implemented changes to the curriculum. Some approaches to teaching in these subjects are still relatively new, and staff are still getting to grips with them. Leaders should ensure that all staff develop the specific knowledge they need to implement the recently agreed approaches to implementing the curriculum in every subject.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 9 and 10 February 2022

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School details

Website www.corshamregis.wilts.sch.uk/ Date of previous inspection 22 and 23 March 2018, under section 5 of the Education Act 2005

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Information about this school

 The headteacher has been appointed since the previous inspection.  The school does not use any alternative education provision.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: reading, mathematics, science and art. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at samples of pupils’ work in English. 9 and 10 February 2022

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 Inspectors met the designated safeguarding lead, checked the single central record of adults working in school and looked at safeguarding records.  Inspectors met the chair of governors and a representative of the academy sponsor. They also met the school improvement adviser.  Inspectors observed pupils’ behaviour in class, around school and at breaktimes.  Inspectors gathered parents’ views by considering responses to the online survey, Ofsted Parent View, and by talking to parents after school.  Inspectors gathered a range of pupils’ views by considering the pupil survey, talking with the academy council and through discussions with pupils.  Inspectors held discussions with staff and considered responses to the online staff survey.

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Inspection team

Martin Greenwood, lead inspector Ofsted Inspector

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Inspection team

Spencer Allen Ofsted Inspector 9 and 10 February 2022

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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