Farmborough Church Primary School

Inspection of Farmborough Church Primary School The Street, Farmborough, Bath, Somerset BA2 0FY

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Inspection dates: 19 and 20 November 2024

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The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good

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

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The headteacher of this school is Darren Roberts. This school is part of The Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Emily Massey, and overseen by a board of trustees, chaired by Belinda Deery.

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Ofsted has not previously inspected Farmborough Church Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Farmborough Church of England VC Primary School to be outstanding for overall effectiveness, before it opened as Farmborough Church Primary School as a result of conversion to academy status. Since September 2024, schools have not been awarded an overall effectiveness grade. 19 and 20 November 2024

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What is it like to attend this school?

The school’s vision ‘working together, valuing everyone, learning for life’, is central to day- to-day life. It is underpinned by the school’s distinctive values. Pupils meet the school’s high expectations set for them. They are committed to their learning. From Reception, children understand the school’s expectations and routines. Pupils have positive attitudes to their learning. Their conduct is calm and purposeful.

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What is it like to attend this school?

Pupils are confident and caring. They say that bullying is rare and if it happens, staff sort it out. Relationships between staff and pupils are warm and respectful. Pupils are safe and know that any concerns will be listened to and acted upon. All pupils feel that they belong. They look out for each other. Pupils understand and accept each other’s differences. They recognise when someone needs help and step in. Pupils show the qualities of being a good friend. The school is inclusive and welcoming to all.

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What is it like to attend this school?

The school’s wider offer for pupils is exceptional. Pupils thrive through the broad and rich experiences the school provides. They benefit from a wealth of opportunities to develop their talents and interests. This results in very high attendance at clubs including sports clubs. Pupils are proud of their sporting successes. They enjoy singing in the school community choir alongside parents and carers and family members. Opportunities such as these help pupils to develop confidence and thrive.

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

The curriculum is ambitious and has been recently refined and strengthened from the Reception Year to Year 6. It sets out the essential knowledge that pupils need to learn and the order in which they do so. Pupils use subject-specific vocabulary to explain what they have learned. For example, in mathematics pupils articulate their reasoning when solving complex addition calculations.

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

Pupils revisit learning regularly and link their knowledge to new ideas and concepts. The school ensures that the additional needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly and met. In the strongest subjects, the school makes checks what pupils know and remember. Pupils have frequent opportunities to recall important learning.

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

In less developed subjects, the information from the checks teachers make is not always used to ensure that pupils learn and practise the right skills at the right time. In addition, the way the curriculum is taught does not always help pupils to securely build their knowledge and skills. Consequently, some pupils do not always build knowledge as coherently as they could.

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

The school recognises the importance of developing pupils’ communication and language. This is woven into all areas of the curriculum. Staff introduce children to stories and songs that capture their interest and broaden their vocabulary. They read to pupils in a way that engages and excites them. 19 and 20 November 2024

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The teaching of early reading is consistently effective. Children learn to read as soon as they start school. Staff show pupils how to blend sounds together to read words. They ensure that pupils who are falling behind receive targeted support to catch up quickly. Pupils read books matched to the sounds they know. They are almost always proficient word readers by the end of Year 1. As they progress, pupils are supported to become confident, fluent readers. They develop a love of reading and enjoy a range of fiction and non-fiction books.

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The school’s behaviour system sets clear expectations in lessons and around the school. Pupils understand these and behave well. The school maintains an unwavering focus on attendance. Staff work closely with families and external agencies to gain an understanding of the causes of any absence. Strategies such as breakfast club, and the sensory area, provide a secure, calm start to the day.

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Pupils have a wealth of roles to develop their leadership skills including house captains, librarians and members of the equality team. They know how to keep themselves safe online and beyond. Pupils have a deep and comprehensive understanding of faiths and cultures through the curriculum and themed events. Consequently, they are well prepared for life in modern Britain.

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Governance at the school is very effective. The trust and the local governance body have the skills and expertise to fulfil their roles effectively. They have an accurate picture of the school secured through robust systems of checking and quality assurance. They ensure that the education that the school provides has a positive impact on all its pupils. Staff appreciate the consideration shown for their workload and well-being. They value leaders’ responsive approach. When new strategies are introduced, leaders consider the implications for staff.

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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, the information from the checks teachers make is not used to ensure that pupils learn and practise the right skills at the right time. Therefore, pupils do not always build coherent knowledge. The school should ensure that assessment is used to inform future curriculum design and implementation.  In some subjects, the way the curriculum is taught does not always precisely match pupils’ needs. Therefore, pupils do not always build securely on prior knowledge. The school should ensure that the implementation of the curriculum allows pupils to build their knowledge effectively. 19 and 20 November 2024

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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). 19 and 20 November 2024

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School details

Local authority Bath and North East Somerset Council

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School details

Dates of previous inspection Not previously inspected

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Information about this school

 The school is part of The Partnership Trust.  There is a school-run breakfast and after-school club.  The school makes use of one alternative provision.  This is a Church of England school. The last section 48 inspection took place in January 2019.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade. 19 and 20 November 2024

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 Inspections are a point-in-time evaluation about the quality of a school's education provision.  This was the first routine inspection the school received since the COVID19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors held discussions with the headteacher, other senior leaders, the special educational needs and/or disabilities coordinators, subject leaders, the CEO, the chair of the board of the trust and the chair of the governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at samples of work and spoke to pupils about their learning in

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other curriculum areas.  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.  An inspector spoke to some parents at the start of the school day. Inspectors also considered the responses to Ofsted Parent View, including the free-text comments.

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Inspection team

Liz Geller, lead inspector His Majesty's Inspector

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Inspection team

Spencer Allen Ofsted Inspector 19 and 20 November 2024

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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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