Widcombe CofE Junior School

Inspection of Widcombe CofE Junior School Pulteney Road, Bath, Somerset BA2 4JG

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding

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

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The executive headteacher of this school is Alison Watts, and the head of school is Aaron Harley. This school is part of Palladian Academy 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), Donna Tandy, and overseen by a board of trustees, chaired by Claire Price.

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Ofsted has not previously inspected Widcombe CofE Junior School under section 5 of the Education Act 2005. However, Ofsted previously judged Widcombe CofE Junior School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 18 and 19 March 2025

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What is it like to attend this school?

Pupils flourish at Widcombe Junior School. The motto for pupils to ‘be the best you can be’ is fostered through the school’s exceptionally well-designed curriculum and wider offer. Pupils rise to the very high expectations staff have of them. Their achievement is excellent.

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What is it like to attend this school?

Caring staff take the time to get to know pupils as individuals. Pupils feel safe and confident to share any worries. Pupils brim with delight when they arrive at school, as they are eager to learn. Their attendance is high. Pupils’ behaviour is impeccable. Across the school, pupils relish being together, for example when playing piano together at breaktime.

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What is it like to attend this school?

Pupils are given every chance to shine. For example, they visited a West End musical, which inspired them to perform in the school’s production of ‘Matilda’. Pupil leaders, such as school councillors, make a tangible difference to the school community. Mindfulness, sewing and target clubs spark new interests. Pupils put their French skills to effective use on a trip to France. They return from residential trips ready for new challenges in secondary school. The school tracks participation of its offer closely to ensure that all pupils benefit, including disadvantaged pupils, whose involvement is high.

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

The school has carefully constructed a curriculum that sets out the essential knowledge pupils need to learn at each stage. The school’s support to develop teachers’ subject knowledge is highly effective and ongoing. Pupils are self-reliant. For example, when writing, pupils choose ideas from a range of suggested texts to develop their own flair. Consequently, pupils’ writing is superb. At the heart of the school’s offer is a strong focus on vocabulary. Because of this, pupils become articulate ambassadors for the school. Pupils’ enthusiasm for learning is palpable. Their behaviour is exemplary. The school’s clear routines become instilled in pupils.

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

Expert staff check how well pupils have learned the curriculum. They check for any misconceptions and address them quickly. Consequently, pupils have impressive knowledge across the curriculum. In history, for example, pupils recall detailed knowledge about previous learning, such as the discovery of Tutankhamun. Pupils learn to understand in depth how experts in a subject think. For example, they understand the limitations of simple scientific models, such as the circulatory system. Pupils develop deep, interconnected knowledge, reflected in the highly positive 2024 published outcomes.

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

The school helps pupils to become avid readers through activities such as ‘book spas’ and reading championships. Pupils can often be seen reading when lining up, as they cannot put their books down. Those at the early stages of learning to read are taught phonics extremely well. The books these pupils read are matched to the sounds they are confident with. These pupils are building their knowledge quickly to become fluent readers. 18 and 19 March 2025

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The provision for pupils with special educational needs and/or disabilities (SEND) is exemplary. These pupils have their needs identified quickly and accurately. The school works determinedly with families to create bespoke individual support for pupils. Skilled teachers provide activities to help these pupils access the curriculum successfully. Pupils with SEND achieve highly.

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The school’s personal development offer is intertwined with its academic curriculum. For example, in art and design, pupils develop their sense of self and spirituality when drawing self-portraits. Scientists, animators and dieticians help pupils to imagine different career possibilities. Pupils firmly understand socio-economic difference. They show strong empathy to those experiencing different circumstances from themselves, for example to those living in favelas in Brazil. Pupils demonstrate impressive knowledge of different cultures and ways of life. They show an extraordinary understanding of the protected characteristics and understand why discrimination is wrong. They embody the school’s aspirations for them to be confident and resilient individuals, well-prepared for life beyond school.

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The school, trust leaders and those responsible for governance provide pupils with an excellent education. This strong leadership means pupils’ changing needs are exceptionally well met. Parents are highly positive about the school. Staff could not be more proud to work here.

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Safeguarding

The arrangements for safeguarding are effective.

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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 and 19 March 2025

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School details

Local authority Bath and North East Somerset Council

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School details

Headteacher Alison Watts (Executive headteacher) Aaron Harley (Head of school) Website www.widcombejuniorschool.com

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Widcombe CofE Junior School is part of the Palladian Academy Trust.  Since the school opened, the senior leadership structure has changed. There is an executive headteacher and a head of school in place.  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 May 2023. The school should receive its next section 48 inspection within five school years.  The school does not currently use any alternative provision.

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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 18 and 19 March 2025

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management) and for any relevant provision judgement (early years). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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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 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 met with the headteacher, school staff, parents, pupils, representatives from the trust, including the CEO, a trustee and members of the local governing body.  Inspectors carried out deep dives in these subjects: English, 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 also discussed the curriculum in some other subjects.  The lead inspector listened to pupils read from Years 3 and 4 to a familiar adult.

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 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.  Inspectors observed pupils’ behaviour in lessons and around the school, including at lunchtime and breaktimes. In addition, the inspectors met with pupils formally and informally to hear their views.  Inspectors considered responses to Ofsted’s online survey for parents, Ofsted Parent View, including free-text responses. They also looked at responses to Ofsted’s online staff and pupil surveys.

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Inspection team

Lakmini Harkus, lead inspector His Majesty’s Inspector

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Inspection team

Ken Buxton Ofsted Inspector 18 and 19 March 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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