Sandford Primary School

Inspection of Sandford Primary School 49 Greenhill Road, Sandford, Winscombe, Somerset BS25 5PA

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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

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Good

The executive headteacher at this school is Lorna Richardson, who is responsible for this school and one other. This school is part of Wessex Learning Trust which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gavin Ball, and overseen by a board of trustees, chaired by Brian Kirkup.

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Overall effectiveness Good

Ofsted has not previously inspected Sandford Primary School as an academy under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection of the predecessor school. 19 and 20 June 2024

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What is it like to attend this school?

Positive relationships are at the heart of this happy school. Pupils feel safe and nurtured. They enjoy learning and are motivated by the rewards for showing their ‘learning powers’.

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What is it like to attend this school?

Pupils behave well. They know the routines and expectations that adults have of them. They participate well when learning and listen respectfully to one another. In Reception, children are sociable and curious. They collaborate well in their play, asking each other questions and making suggestions. This harmony continues throughout the school. Pupils mix well across the ages. This is encouraged through the Crew system and Buddies that intentionally strengthen pupils’ ability to support one another and take responsibility.

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What is it like to attend this school?

There are well-considered enrichment opportunities for pupils of all ages. The ‘Sandford 20’ spans all curriculum areas with experiences that pupils will have by the time they leave the school. Pupils look forward to the overnight camps in Years 4, 5 and 6. They deepen their understanding of history when visiting Bristol. Pupils enjoy participating in local community events.

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What is it like to attend this school?

Pupils are proud of the impact they have on school life. Self-initiated acts of fundraising have provided additional resources for the school in recent years.

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better?

The curriculum is broad and ambitious. All pupils, including those who are disadvantaged or who have special educational needs and/or disabilities (SEND), learn the intended curriculum. Teaching makes a range of effective adaptations to enable pupils with SEND to learn well. For example, pupils use concrete resources, sound mats and sensory breaks to help them to learn successfully.

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better?

The school has carefully designed the curriculum over a two-year rolling programme. This ensures all pupils build cumulative knowledge over time. In the wider curriculum, this is achieved through pupils building on key concepts. For example, in history, pupils build an understanding of concepts such as monarchy, rituals and power through different time periods.

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better?

The implementation of a well-sequenced phonics programme ensures pupils at the early stages of reading learn well. Most pupils keep up with the programme. Those that need additional support have regular specific intervention. Leaders quickly responded to a dip in key stage 2 reading outcomes. They designed a reading curriculum that pupils enjoy and learn well from. Pupils are knowledgeable about the different types of reading skills and can apply these to a range of texts.

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better?

Staff have secure subject knowledge. Subject leadership and trust networks help staff to deepen their knowledge. This means that staff pick up on misconceptions 19 and 20 June 2024

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when checking for understanding. Staff use the school’s 'Hug-closer' groups to successfully address pupils’ misconceptions or gaps in their knowledge.

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The school is developing an agreed approach to teaching the curriculum. Teaching uses a range of strategies to implement the curriculum. Some strategies are more effective than others. This means that pupils learn better in some areas of the curriculum than in other subjects. There is further work to do to ensure that the school embeds these teaching strategies across classes and the curriculum.

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The school's work to promote inclusion is a strength. Through assemblies and the curriculum, pupils learn about different disabilities and needs. This develops pupils’ understanding and compassion for one another. Pupils understand the term discrimination. They know why some people might experience discrimination. Pupils know that everyone should be treated with respect.

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Staff are well supported by leaders and the trust. Staff have received training to manage behaviour well. The school ensures that effective strategies are in place for those pupils who find self-control or engagement more difficult.

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Governors, along with trustees, fulfil their statutory duties well. Local governance has developed since the school joined the trust. Clear structures for reporting and information sharing help governors, trustees and executive leaders to have an accurate picture of the school’s strengths and areas for development. Information given to governors is succinct. This enables governors to challenge and support the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The implementation of the curriculum is variable in quality across the school and curriculum subjects. Consequently, pupils learn better in some areas of the curriculum than others. The school must ensure that their agreed strategies for implementation are used securely and consistently so that pupils learn well across the curriculum.

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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. 19 and 20 June 2024

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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). 19 and 20 June 2024

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school joined the Wessex Learning Trust in December 2021.  The school is a smaller than average primary school with above average numbers of pupils with an education, health and care plan (EHCP).  The school uses one registered alternative provider.

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Information about this inspection

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

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Information about this inspection

Inspections are a point-in-time judgement about the quality of a school's education provision.

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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 the school and have taken that into account in their evaluation of the school. 19 and 20 June 2024

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 Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, 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 held meetings with the executive headteacher, head of school, special educational needs coordinator, curriculum leaders, teaching and support staff, members of the governing body, including the co-chairs of governors, the school improvement partner. The lead inspector also met with trust representatives, including the chief executive officer (CEO), director of primary effectiveness, the director of learning and a trustee.  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

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culture around safeguarding that puts pupils’ interests first.  The lead inspector listened to pupils read to an adult.  Inspectors observed pupils’ behaviour in lessons and around the school site. In addition, they met with pupils informally and formally to hear their views.  Inspectors considered responses to Ofsted’s online questionnaire, Parent View, including free-text responses. Inspectors also took into consideration responses to the staff and pupil surveys.  Inspectors examined a range of documentation provided by the school, including the school’s improvement plan and self-evaluation form.

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Inspection team

Angela Folland, lead inspector His Majesty's Inspector

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Inspection team

Caroline Musty Ofsted Inspector 19 and 20 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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