Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Neil Champs Interim headteacher Kewstoke Primary School Kewstoke Road Kewstoke Weston-Super-Mare Somerset BS22 9YF

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Serious weaknesses monitoring inspection of Kewstoke Primary School

This letter sets out the findings from the monitoring inspection that took place on 23 April 2025, on behalf of His Majesty’s Chief Inspector of Education, Children’s Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the first monitoring inspection since the school was judged to have serious weaknesses following the graded (section 5) inspection that took place in October 2024.

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Serious weaknesses monitoring inspection of Kewstoke Primary School

The purpose of a monitoring inspection is not to grade the school’s key and (where applicable) provision judgements, but to identify and report on the school’s progress. It is to highlight to the school and parents any improvements that school leaders have made since the school’s previous graded inspection.

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Serious weaknesses monitoring inspection of Kewstoke Primary School

During the inspection, I discussed with you and other staff, governors and the local authority the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also visited lessons, spoke with pupils during lessons and social times, reviewed policies and scrutinised the single central record and examples of how the safeguarding system is used to report, record and escalate staff concerns. I also reviewed local authority visit notes and audit information, scrutinised improvement plans and examined evidence of governor visits and minutes of meetings. I have considered all this in coming to my judgement.

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Leaders have made progress to improve the school, but more work is

necessary for the school to no longer be judged as having serious weaknesses.

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designation

Since the previous inspection, a significant number of governance changes have taken place. Five new governors have been appointed, including the chair and vice-chair of governors. There are plans to join a multi-academy trust (MAT) from September 2025. The number of pupils on roll has increased. During the visit, I focused on evaluating the effectiveness of the school’s safeguarding arrangements and its behaviour and attendance provision.

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designation

Since October 2024, external agencies have worked alongside leaders, including governors, to check school improvement progress and agree next steps. Leaders have crafted an improvement plan that ensures the school concentrates on the right areas for development. The plan sets out, in achievable steps, what must be done to bring about the necessary changes. Leaders understand there is still work to do to get the school where it needs to be. However, they are taking the right steps to build governor and staff confidence and knowledge effectively to secure the required improvements.

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designation

Leaders have rightly prioritised safeguarding. They have worked with focused determination to respond to the issues identified at the previous inspection. There are agreed policies and procedures in place to ensure pupils are safeguarded. Staff and governors complete appropriate training that helps them to know and carry out their safeguarding roles and responsibilities effectively. Appropriate recruitment safeguarding checks are completed before staff and volunteers, including contractors and agency staff, begin working at the school. These records are checked regularly to assure governors of their accuracy.

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Leaders have ensured that staff have the knowledge and expertise to report and record any safeguarding concerns effectively. Leaders respond appropriately to safeguarding and welfare concerns when they are raised. Leaders have begun to strengthen the quality of the records that detail the support and outcomes of their work. They recognise how this will enable them to evaluate the impact of their work accurately.

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The school has ensured that staff have the skills and expertise to implement the new whole-school behaviour policy and procedures consistently well. The school has raised expectations of pupils’ behaviour and attitudes to learning. The school environment is calm and orderly. Pupils increasingly show positive attitudes to their learning in class. New breaktime arrangements mean pupils have more space and equipment to play with. Staff help pupils to play together in a supportive way. Pupils are confident that staff will help them if they have worries or concerns. Pupils say they feel safe.

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The school has made improvements to its analysis of individual pupil behaviour incidents and attendance. This is beginning to help the school to adapt its provision for these individuals. For example, the number of pupils who are persistently absent from school has reduced. However, leaders recognise that they need to work with external agencies, such as health and social care, to help support these pupils and their families to improve their attendance. Leaders have plans to increase their oversight and understanding of pupils’ behaviour and attendance patterns to support whole-school development.

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Leaders support staff well. The improved safeguarding, attendance and behaviour management procedures, alongside appropriate staff training and time to implement the changes, enable staff to do their jobs successfully. Staff and leaders work together for the benefit of the pupils.

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Governors and leaders have worked closely with the local authority, a local MAT and a chief executive officer from a local MAT following the school’s inspection in October 2024. This has led to relevant training and professional development, such as support for subject leadership development and an upcoming audit of special educational needs and/ or disabilities (SEND) provision. Governors know and understand the school’s strengths and areas for development. This work has contributed to stabilising the school.

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designation

I am copying this letter to the chair of the board of governors, the Department for Education’s regional director and the director of children’s services for North Somerset. This letter will be published on the Ofsted reports website.

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