Croscombe Church of England Primary School

Inspection of Croscombe Church of England Primary School Long Street, Croscombe, Wells, Somerset BA5 3QL

p.1

Inspection dates: 31 October and 1 November 2023

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Early years provision Requires improvement Previous inspection grade Requires improvement 31 October and 1 November 2023

p.1

What is it like to attend this school?

The school is recovering from a challenging time. While there is now a clear vision in place for the school, there is still a long way to go. Expectations have not been high, so pupils do not receive a good quality of education. The new leadership team has made a positive start by introducing an improved curriculum. However, it is not yet securely in place.

p.2

What is it like to attend this school?

Pupils attend well. They are polite and welcoming to visitors. Beyond the classroom, pupils socialise happily. They know that an adult will help them if they have any worries. However, not all pupils behave well in lessons, which disrupts the learning of others.

p.2

What is it like to attend this school?

Pupils take pride in the responsibilities they hold. These include being house captains. Through such leadership positions, pupils become self-assured and independent. They are confident to express their opinions. They recognise that it is important to listen to the views of others.

p.2

What is it like to attend this school?

Pupils participate in community events, such as the local harvest festival. As a result, they build a sense of citizenship. Pupils make visits to places of interest. However, opportunities for pupils to develop their talents and interests are limited.

p.2

better?

Overall, the new and strengthened curriculum sets out the important knowledge and skills that pupils need. However, in many subjects, the implementation of the curriculum is only just underway. Staff do not have the necessary expertise to teach the curriculum effectively or check how successfully pupils have learned it. This means that pupils have gaps in their knowledge that hamper their future learning. For example, in mathematics, older pupils do not remember the calculation methods that would help them to solve more complex problems.

p.2

better?

Children in Reception enjoy listening to stories and joining in with rhymes. This supports them to develop their language skills. Staff know children well and support them to become independent. Although some high-quality provision is in place, the curriculum is not purposefully planned in a way that supports children to deepen their understanding.

p.2

better?

Children learn to read as soon as they start school. Books match the sounds they know. However, not all staff have the expertise to support pupils to learn to read fluently. Consequently, pupils do not build the knowledge and skills they need to read with understanding and confidence as they progress through the school.

p.2

better?

There are clear systems in place for identifying the individual needs of pupils with special educational needs and/or disabilities. The support planned for pupils is precise and targeted. 31 October and 1 November 2023

p.2

3

Recent changes to the behaviour policy mean that it is now linked to the school’s ethos. ‘Shine’ values, such as honesty and equity, are celebrated. Pupils conduct themselves around the school in a calm and orderly manner. In classrooms, a ‘traffic light’ system supports pupils to understand how to behave appropriately. However, this is not yet secure, so low-level disruption sometimes interrupts learning. There is work to do to ensure that behaviour expectations are understood by pupils and are consistently applied by all staff.

p.3

3

The school has not ensured that the curriculum to support pupils’ personal development is taught as intended by all staff. Therefore, pupils have gaps in their knowledge of issues relevant to their wider understanding of the world. For example, pupils have a limited understanding of democracy and the rule of law.

p.3

3

Pupils know how to keep themselves physically and mentally healthy. They appreciate periods of reflection that help them to feel calm and gather their thoughts. Pupils take pride in representing their school in sporting activities, such as cross-country. The school is working to provide a greater number of opportunities for pupils to develop their interests and passions.

p.3

3

The school and the local governing committee have accurately identified what needs to improve. Their actions have begun to have some positive impact on pupils’ experiences at the school, but this is at an early stage.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school has not ensured that all staff have the expertise to teach the curriculum effectively. Consequently, pupils are not well supported to develop their subject knowledge. The school needs to ensure that all staff have the necessary knowledge and skills to teach the curriculum and check how well pupils have learned it.  Staff do not apply the agreed behaviour policy consistently. Therefore, a minority of pupils demonstrate disruptive behaviour, which disrupts the learning of others. The school should ensure that all pupils understand the expectations of behaviour and that all staff insist on these.  The curriculum to support pupils’ personal development is not taught as intended. Therefore, pupils have gaps in their knowledge of issues important to their wider understanding of the world. The school should ensure that all pupils learn about the things that will prepare them well for life beyond school.

p.3

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 31 October and 1 November 2023

p.4

School details

Appropriate authority The governing body

p.5

School details

Interim Headteacher Christopher Partridge

p.5

School details

Website www.croscombestokefederation.co.uk

p.5

School details

Dates of previous inspection 26 and 27 November 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The school is designated as having a religious character. The most recent section 48 inspection for schools of a religious character took place in May 2022.  The school does not use any alternative providers.

p.5

Information about this inspection

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

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and has taken this into account in their evaluation of the school.  The inspectors held discussions with the headteacher, subject leaders, those responsible for governance and other leaders. 31 October and 1 November 2023

p.5

6

 The inspectors carried out deep dives in early reading, mathematics and history. The inspectors held discussions with teachers, pupils and subject leaders. They visited a sample of lessons and reviewed pupils’ work. The lead inspector listened to pupils read to a familiar adult.  To evaluate the effectiveness of safeguarding, the lead inspector reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

Inspection team

Liz Geller, lead inspector His Majesty’s Inspector

p.6

Inspection team

Faye Bertham Ofsted Inspector 31 October and 1 November 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7