Lympsham Church of England Academy

Inspection of a school judged good for overall effectiveness before September 2024: Lympsham Church of England Academy Rectory Way, Lympsham, Weston-Super-Mare, Somerset BS24 0EW

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Outcome

Lympsham Church of England Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Katie Whiting. This school is part of the 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 (CEO), Gavin Ball, and overseen by a board of trustees, chaired by Paul Jacobs.

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What is it like to attend this school?

Lympsham Church of England Academy is a small school with ‘big dreams’. Parents and carers are unwavering in their support for the school. Staff know pupils and families well. Pupils are confident that adults will help them if they have any worries or concerns.

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What is it like to attend this school?

The school has high expectations for pupils’ behaviour. This starts in pre-school where children respond well to the routines that are in place. This helps children to get off to a great start. Across the school, pupils behave well. This makes for an orderly learning environment.

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What is it like to attend this school?

Pupils understand that staff expect them to work hard. They are enthusiastic about their learning. Pupils are keen to share their ideas and make a positive contribution in class discussions. Most pupils achieve well because of this.

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What is it like to attend this school?

Pupils develop a strong sense of community. They raise money for charities so they can make a difference to those who are less fortunate. The school teaches pupils how to keep mentally well and stay safe. Pupils talk positively about the ‘kindness bucket’ and the role 25 February 2025

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they have to be kind to one another. They enjoy the opportunities on offer, which include Lego, choir and photography. All of this supports pupils to develop their talents and interests.

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

The school has designed an ambitious curriculum. It sets out the key knowledge and vocabulary that pupils need to learn and remember across all subjects. This supports pupils to build knowledge well. For example, pupils use accurate mathematical vocabulary to explain the difference between regular and irregular shapes and their properties. Older pupils build on this to calculate the perimeter of a range of shapes. However, in some other areas of the curriculum, the school’s systems to check what pupils have learned and remembered are not as secure. As a result, teachers do not provide sufficient opportunities to extend pupils’ knowledge beyond what they already know and can do.

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

Most pupils achieve well in their learning, including those with special educational needs and/or disabilities (SEND). The school identifies pupils with SEND swiftly. Staff make the necessary adaptations so that pupils can access the curriculum successfully. The school works effectively with a range of external professionals to support pupils’ learning.

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

Pupils enjoy a wide range of books and authors. They talk enthusiastically about the reading badges they earn. The strong focus on developing communication and language skills provides secure foundations for children in pre-school. Children learn to read as soon as they start Reception Year. They practise reading books with sounds they know well. This practice supports them to develop confidence and fluency. Staff check on how well pupils remember sounds and words. They quickly spot any pupils who need additional support and put extra help in place. This helps pupils to keep up and succeed.

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

The school is calm and purposeful. Pupils are polite and well mannered. Playtimes and lunchtimes are harmonious and enjoyable. Pupils of all ages play well together. They enjoy the wide range of activities that are on offer. Most pupils attend well. The school has raised the profile of the importance of regular attendance. It carefully monitors attendance and provides support to families who need it. While this is in its early stages, this work has started to make a positive impact overall.

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

The school’s work to develop pupils’ personal development is well thought out. The school leaves nothing to chance. Pupils benefit from the wide range of visitors to school, to share important messages such as ‘speak out, stay safe’. Pupils value trips that enrich learning opportunities. They speak enthusiastically about these experiences, including a trip to see Concorde. Pupils are proud of the roles and responsibilities they have as junior leaders. They understand that democracy is a fair process to appoint leaders. Digital leaders teach 25 February 2025

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their peers about the importance of keeping safe online and house captains help to plan whole-school events, including sports day. These opportunities help to build pupils’ confidence and resilience.

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The personal, social and health education curriculum supports pupils to understand the importance of healthy relationships. Pupils have an age-appropriate understanding of consent. They talk maturely about the importance of respecting personal space and boundaries.

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The trust and local partners closely check the school’s work. They hold leaders to account effectively. They have an accurate understanding of the school’s strengths and areas to develop. Staff are proud to work at the school. They feel well supported to manage their workload and well-being.

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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, checks by teachers are not used effectively to secure and build on pupils’ knowledge. As a result, some pupils do not build the depth of knowledge leaders intend. The trust needs to ensure that teachers use assessment information to integrate new knowledge into larger ideas and ensure pupils are retaining this depth of knowledge securely across all subjects.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the 25 February 2025

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last inspection, then the next inspection will be a graded inspection. A graded inspection 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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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). 25 February 2025

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School details

Date of previous inspection 2 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of The Wessex Learning Trust.  The headteacher took up their post in September 2022.  The school has provision for two-year-olds.  The school provides a breakfast and after-school club.  The school is designated as having a religious character. The school is part of the Diocese of Bath and Wells. The most recent section 48 inspection of the school was carried out in October 2019.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 25 February 2025

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 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.  Inspectors spoke with school leaders, trust representatives and local partners.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, 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.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, inspectors spoke to pupils to discuss their views about the school.  Inspectors considered responses to Ofsted’s online survey for parents, Ofsted Parent

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View, including free-text responses. They also looked at responses to Ofsted’s online staff surveys.

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Inspection team

Wendy D’Arcy, lead inspector His Majesty’s Inspector

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Inspection team

Marcus West Ofsted Inspector 25 February 2025

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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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