Martock Church of England VA Primary School

Inspection of Martock Church of England VA Primary School Elmleigh Road, Martock, Somerset TA12 6EF

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 20 and 21 May 2025

p.1

What is it like to attend this school?

Martock is a happy place to learn. Pupils are welcoming and inclusive of others. They learn to involve and celebrate everyone, regardless of difference. Pupils know and demonstrate the school values of ‘kindness, perseverance, respect and collaboration’. For example, they show kindness when showing visitors around their school.

p.2

What is it like to attend this school?

The school values make clear how pupils should behave. Pupils live up to the high expectations staff have of them. This means that the school is a calm and orderly place to learn. Staff help pupils to feel safe. Consequently, pupils feel confident to share any concerns.

p.2

What is it like to attend this school?

Pupils are reaping the benefits of a well-designed curriculum that is supporting them to know more and remember more. They now benefit from a high-quality education, although this is not reflected in historic outcomes. The school is highly ambitious for pupils. As a result of recent improvements, pupils are increasingly able to rise to these expectations.

p.2

What is it like to attend this school?

Pupils develop their talents through clubs, such as outdoor art, computing and story writing. They feel a strong sense of community spirit. For example, they send Christmas cards to thank community members for being ‘neighbours of the school’. Pupils show initiative. They decided to run a plant sale to purchase plants to increase wildlife at the school.

p.2

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

The school has sharply focused on the areas identified for development at the previous inspection. Together with governors and support from the local authority, the school has introduced changes that have further improved the quality of education. It has designed a broad and well-sequenced curriculum starting in the early years. This curriculum gives clarity to teachers, who know what to teach and when. It sets out the vocabulary pupils need to learn clearly. This ensures pupils can talk about their learning confidently.

p.2

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

This revised curriculum is improving pupils’ knowledge, but these changes are not reflected in recent published outcomes. Pupils are learning the curriculum more successfully now. They speak confidently about their learning. For example, in history, pupils recall prior learning about the Vikings and refute myths about all Vikings being invaders, knowing that some were also settlers. In mathematics, children in the early years confidently write numbers to 20 and compare numbers and shapes. Older pupils proficiently solve algebraic equations. In the pre-school, staff pay close attention to children’s speech, developing their pronunciation of words. Across the school, pupils live up to the school’s high ambitions with neat work completed to a high standard. This is particularly the case in writing. Pupils write at length using the grammatical features and punctuation they have been taught.

p.2

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

Well-trained staff teach pupils to read from the moment they start school. Pupils read books that match the sounds they know. This helps them to develop confidence. Pupils’ 20 and 21 May 2025

p.2

3

gaps in phonics knowledge are reviewed and supported. In most circumstances, staff check for understanding well, insisting on full participation by pupils. However, on some occasions, staff do not insist that all pupils participate in lessons. Therefore, staff are sometimes unclear about who has grasped the intended knowledge. Following on from phonics, pupils benefit from a well-sequenced reading curriculum. Pupils’ love of reading is developed through ‘stories by fairy light’ and poetry workshops.

p.3

3

Provision for pupils with special educational needs and/or disabilities (SEND) is now a strength of the school. These pupils have their needs identified quickly and accurately. Bespoke individual support helps pupils with SEND to learn the curriculum successfully. Pupils with SEND progress well through the curriculum from their starting points.

p.3

3

Pupils have positive attitudes towards their learning. Children in the early years listen intently and enjoy taking turns. The school provides effective additional support to the minority of pupils who need help to manage their behaviour. The school’s approach to addressing the high number of suspensions is having a positive impact. This is reflected in the reduction in suspensions over time. The school works determinedly with families to improve attendance. Despite this, too many pupils do not attend school often enough or arrive late to school. These pupils miss learning and have gaps in their knowledge.

p.3

3

The school provides a range of opportunities to broaden pupils’ horizons and prepare them for life in modern Britain. Pupils have a firm understanding of the importance of the fundamental British values, and they value the opportunity to share their ideas. They are proud to take on responsibilities, for example, as digital leaders who lead online safety assemblies. Pupils understand how to look after their own mental health. For example, they reflect and talk about their feelings. Pupils are well prepared for life beyond Martock.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 At times, systems for checking how well pupils have learned new knowledge, including during early reading, are underdeveloped and impacted by some pupil disengagement. This hinders how well the school identifies pupils who have gaps in their knowledge. The school should ensure that staff check how well pupils are learning and use this information to provide prompt feedback to support pupils to learn the curriculum well.  Attendance rates are currently below national levels and there are too many pupils, particularly those who are disadvantaged, who are persistently absent. Consequently, some pupils are not forming positive attendance habits and are missing important learning. The school should ensure that attendance remains a high priority and continue to work with families to reduce absence further so that pupils benefit from the full curriculum offer. 20 and 21 May 2025

p.3

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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). 20 and 21 May 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 13 and 14 March 2024, under section 8 of the Education Act 2005

p.5

Information about this school

 The school contains a pre-school and accepts children from two years old.  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 September 2024.  The school runs a before- and after-school club for pupils who attend the school.  The school does not currently use any alternative provision.

p.5

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. 20 and 21 May 2025

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued 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 and members of the local governing body.  Inspectors carried out deep dives in these subjects: early reading, 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 reviewed the curriculum in some other subjects.  The lead inspector listened to pupils from Years 1, 2 and 3 read to a familiar 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

p.6

6

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.

p.6

Inspection team

Lakmini Harkus, lead inspector His Majesty’s Inspector

p.6

Inspection team

Jyotsna Paranjape Ofsted Inspector 20 and 21 May 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7