Portesham Church of England Primary School

Inspection of Portesham Church of England Primary School Winters Close, Portesham, Weymouth, Dorset DT3 4HP

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management 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 Vicky Prior. This school is part of the First Federation 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), Paul Walker, and overseen by a board of trustees, chaired by Alex Walmsley. 7 and 8 May 2025

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What is it like to attend this school?

Pupils at Portesham are known as individuals. Staff take the time to get to know pupils and their interests. Pupils feel comfortable and able to share any concerns.

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What is it like to attend this school?

Staff support pupils to demonstrate the school’s values of ‘hope, service and compassion’. A culture of inclusivity pervades the school. This is demonstrated by the school’s tremendous work to wholeheartedly embrace refugees who come to learn at the school for short periods of time. Pupils develop a strong sense of compassion for one another.

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What is it like to attend this school?

The school has high ambition for pupils. Pupils rise to this, as demonstrated by their secure curriculum knowledge. The school’s policy makes clear how pupils should behave. As a result, pupils are attentive in lessons and focus on their learning.

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What is it like to attend this school?

Pupils experience a rich array of activities to develop their talents and interests. Junk modelling and nature club are popular. Pupils are community-minded. They are proud of how their ‘French café’ has helped to raise money for charity. The school offers trips to restaurants to help pupils learn about how to cook healthy food, setting them up well for adult life. Pupils get the opportunity to go paddle boarding and visit farms to enhance their knowledge of the wider world.

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

The school has worked decisively to improve provision for pupils. Staff have an unwavering commitment to each pupil thriving both academically and socially. The school has diligently constructed a broad and ambitious curriculum that contains the important knowledge pupils need to learn, from the early years. Of note is the way the school has considered its curriculum offer for those who are not at the school for long. It provides intensive support to help these pupils learn the knowledge they need, including social skills. This is helping pupils to progress well from their starting points and immerse themselves in school life.

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

The school community has a passion for art. Pupils’ eyes light up when they talk about the different artistic styles that have inspired the creation of their own pieces. Pupils recognise the way art is ‘calming and relaxing’ and supports their mental health and well- being. Pupils have a rich array of opportunities to develop their artistic flair, for example through art exhibitions and ‘pumpkin patch art day’.

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

Pupils learn the curriculum well overall. Teachers benefit from effective professional development. They present information clearly and model new learning well. In most cases, the learning activities pupils complete are well matched to the intended learning. For example, children in early years use a tens frame to count currant buns and to subtract numbers from ten. However, on occasion, the learning activities pupils complete do not match the important knowledge they need to learn. This means some pupils do not build their understanding of this essential knowledge and so find it difficult to remember their learning. 7 and 8 May 2025

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The school has trained staff to teach the early reading programme well. Pupils read books that match the sounds they know, which helps them to develop fluency. Those who struggle are quickly identified and given swift support to catch up. Pupils talk enthusiastically about the books they enjoy.

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In most cases, staff spot and address pupils’ misconceptions. For example, in phonics, staff check how well pupils have articulated a new sound and ensure they practise. At times, staff do not address misconceptions in pupils’ learning. When this happens, pupils do not learn as well as they could and have gaps in their knowledge.

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The provision for pupils with special educational needs and/or disabilities is a strength. These pupils’ needs are quickly and accurately identified. They have learning plans that pinpoint the support that will help them learn. Adaptations in lessons help pupils learn alongside their peers and achieve well.

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Staff apply the school’s behaviour expectations consistently. Consequently, pupils engage in learning and interact positively during social times. The school is determined to improve attendance for those pupils who miss too much learning. This is having a positive impact.

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Pupils benefit from a well-designed programme to develop them beyond the academic. They have a strong understanding of how to support their own mental health, for example through reading and meditating. Leadership opportunities develop character and belonging, such as being editors of the school’s newspaper, ‘The good news’.

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Leaders and those responsible for governance know the school well. They hold leaders to account effectively for the quality of education. Staff appreciate the high-quality support and challenge the trust provides. Staff appreciate how leaders look after their well-being when introducing any changes. As a result, staff are incredibly proud to work here.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, in some subjects, the learning activities pupils complete do not match the intended ambitious curriculum. This means some pupils do not build their understanding of the key knowledge within the curriculum and so they struggle to remember their learning. The trust should ensure teachers are equipped to design activities to help pupils to learn the key knowledge they need to know.  At times, staff do not address misconceptions in pupils’ learning. Where this happens, pupils do not learn as well as they could and have gaps in their knowledge. The trust should ensure that staff develop the expertise they need to tackle misconceptions so that pupils build their knowledge well. 7 and 8 May 2025

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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). 7 and 8 May 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Portesham Church of England Primary School joined the First Federation Trust in June 2022. When its predecessor school, Portesham Church of England Primary School, was last inspected by Ofsted in 2021, it was judged to be inadequate for overall effectiveness.  The school is designated as having a religious character. The school is part of the Diocese of Salisbury. The most recent section 48 inspection of the school was carried out in December 2017.  There is a before- and after-school club for pupils who attend the school.  The school does not currently use any alternative provision. 7 and 8 May 2025

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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.

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Information about this inspection

 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, the chair of the board of trustees and members of the local governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics and geography. 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 reviewed the curriculum in some other subjects.  The lead inspector listened to pupils from Years 1, 2 and 3 read to a familiar

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Information about this inspection

adult.  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 survey. There were no responses to Ofsted’s online pupil survey.

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Inspection team

Lakmini Harkus, lead inspector His Majesty’s Inspector

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Inspection team

Michelle Williamson Ofsted Inspector 7 and 8 May 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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