Langford Budville Church of England Primary School

Inspection of a good school: Langford Budville Church of England Primary School Langford Budville School, Langford Budville, Wellington, Somerset TA21 0RD

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Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

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What is it like to attend this school?

Since joining the federation, leaders have guided the school through a period of significant staffing and leadership changes. The school is now in a more stable position. Together, staff and governors are determined for all pupils to be successful. The curriculum has been strengthened to ensure high expectations are in place for pupils. This work is making a difference to the quality of education. However, it is early days. Pupils do not yet build their knowledge well across the curriculum.

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What is it like to attend this school?

Langford Budville Church of England Primary School is a place where everyone is included. The school has created an environment that makes pupils feel safe and welcome. High-quality pastoral support is integral to the school’s work. This includes ‘Sid’ and ‘Marley’, the dogs who are well-love members of the school community.

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What is it like to attend this school?

The school is at the heart of the community. For example, pupils have made bug hotels and bird boxes for the village. A café is set up in the village hall for pupils to show case their work. Pupils’ personal development is a strength of the school. Meaningful visits enhance the curriculum. For example, pupils visit Paignton Zoo to enrich their learning in science.

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What does the school do well and what does it need to do better?

The school has worked on the design of the curriculum. The knowledge pupils need to know and remember has been identified across subjects. The intended curriculum is sequenced progressively to promote pupils building their knowledge based on what they know and remember. However, curriculum development is in its infancy. The intended curriculum is not followed closely enough by teachers. As a result, some pupils do not 18 June 2024

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build their knowledge securely based on what has been taught before. They do not remember their learning well across subjects. This includes those pupils with special educational needs and/or disabilities (SEND).

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Staff receive support to strengthen their teaching of the curriculum. For example, in mathematics, the school has worked on the structure of lessons to prioritise the teaching of vocabulary. In some subjects, teachers use questioning well to identify and address misconceptions. However, in other subjects, assessment is not yet precise in identifying what pupils know and remember. As a result, pupils have unknown gaps in their knowledge and so do not deepen their understanding securely.

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Promoting an enjoyment of reading is a school priority. The school has developed the reading curriculum to ensure pupils are exposed to a wide variety of books. Texts cover a range of genres as well as promote pupils’ understanding of diversity. A termly reading café encourages pupils and their families to share and enjoy books together. A new phonics curriculum is in place to help pupils learn to read. To support this, staff receive training to strengthen their expertise. This helps pupils to grasp the basics of reading. However, some pupils do not get the individual support they need to catch up. Gaps in the phonics code are not addressed quickly enough to develop their reading knowledge securely. As a result, these pupils find it harder to access the curriculum.

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To make the school calm and orderly, routines and expectations are set for pupils to follow. Staff take time to build positive relationships with pupils. This helps them to learn in a nurturing and supportive environment. Additional support is provided for pupils who might struggle to manage their behaviour. The school works with families to improve attendance.

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Pupils are supported well to develop beyond the academic. For example, pupils learn about sustainability when they walk to collect their annual Christmas tree. Books are used to support pupils’ understanding of the wider world. For example, pupils read ‘Here We Are’ to promote a sense of identity and belonging. Pupils are taught how to keep themselves healthy and safe. For example, they learn about the dangers of smoking and alcohol use.

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Governors have an accurate view of the school. Alongside leaders, they are clear on the school’s priorities and what needs to be done to develop the school further.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, teachers are not following the intended curriculum closely enough. As a result, pupils are not building on or remembering what they are taught. The 18 June 2024

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school must ensure the designed curriculum is followed with precision to enable all pupils to learn well across the curriculum.  Assessment is not yet effective across the curriculum to check what pupils know and remember. Some pupils have unknown gaps in their knowledge. The school must ensure that assessment is effective across subjects to check what pupils know and remember.  Some pupils are not supported well enough to grasp the basics of reading. As a result, these pupils do not become confident, fluent readers quickly. The school must ensure that pupils get the support they need to learn to read successfully.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good in January 2014.

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How can I feed back my views?

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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Further information

You can search for published performance information about the school.

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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). 18 June 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Helen Jenkinson and Frances Nicholson (Co-Chairs) Headteacher Naomi Philp (Executive Headteacher) Jonathan Moise-Souch (Head of School) Website www.moorlandfed.co.uk/schools/langford- budville-primary-school Date of previous inspection 6 March 2018, under section 8 of the Education Act 2005

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Information about this school

 Langford Budville Church of England Primary School has been supported by the Moorland Federation since January 2023. An executive headteacher oversees all schools in the federation.  The head of school was appointed in September 2023.  This is a smaller than average-sized primary school. Pupils are organised into three mixed-age classes.  The school uses two unregistered alternative providers.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school's education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school. 18 June 2024

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 The inspectors spoke with school leaders, subject leaders, parents, pupils, governors and a representative from the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics and geography. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also spoke to leaders and pupils about the curriculum in some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: 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.  The lead inspector listened to pupils read to a trusted adult.  The inspectors observed pupils’ behaviour in lessons and around the school site.

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Additionally, the inspectors spoke to pupils to discuss their views about the school.  The inspectors considered responses to Ofsted Parent View, Ofsted’s online survey for parents. The inspectors considered comments made by parents online during the inspection and met with some parents at the start of the inspection. The inspectors also considered responses to Ofsted’s online survey for pupils and staff.

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Inspection team

Esther Best, lead inspector His Majesty's Inspector

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Inspection team

Greg Chantler Ofsted Inspector 18 June 2024

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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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