Wrington Church of England Primary School

Inspection of Wrington Church of England Primary School School Road, Wrington, Bristol BS40 5NA

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision 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 Sarah Joskey. This school is part of the Lighthouse Schools Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Gary Lewis, and overseen by a board of trustees, chaired by Adele Haysom.

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Ofsted has not previously inspected Wrington Church of England Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Wrington Church of England Primary 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. 10 and 11 June 2025

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What is it like to attend this school?

The school’s strong sense of community is reflected in the kind and happy nature of pupils. Pupils are ‘cherished and nurtured’ in line with the school’s vision. They feel safe because staff care for them well. Pupils know any worries will be listened to. They are encouraged to ‘flourish and aspire’ as demonstrated by their attainment and curriculum knowledge.

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What is it like to attend this school?

Pupils achieve well and rise to the high expectations staff have of them. They work hard in lessons. Pupils appreciate the chance to shine at Wrington due to the variety of opportunities, such as musical pursuits. For example, all pupils are encouraged to learn to play new instruments, such as the violin. The school offers a range of opportunities to perform to develop confidence, for example at summer evening concerts. The sound of joyful singing permeates throughout the school.

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What is it like to attend this school?

Pupils develop a sense of responsibility through the many leadership roles. They apply to be ‘playground buddies’ and the school councillors make the tough decision of whom they will appoint. There are many ambassadors such as ‘energy, well-being and science ambassadors’. The ‘science ambassadors’ have contributed to social times by creating science bags with binoculars and UV beads. This encourages pupils to advance their scientific interest during their play.

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

Pupils study a range of subjects across a broad and ambitious curriculum. The school has identified the key knowledge pupils need to learn from the early years. This makes it clear for teachers what to teach and by when. In subjects such as mathematics and music, pupils develop deep knowledge. For example, in mathematics, pupils explain how previous learning on counting in fives has helped them to create tally charts. In music, pupils talk proficiently about musical notation and how they initially compose music together leading to independent composition.

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

Teaching builds well on prior learning and teachers revisit the most important knowledge pupils need to learn. This has been well-considered in most subjects. Even so, in some subjects, where the most important knowledge pupils need to learn is not revisited regularly enough, some pupils can find it difficult to remember what they have learned before. Because of this, they do not make the same connections between their current and previous learning so do not develop the same depth of knowledge.

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

Reading is a high priority. Pupils are taught by trained staff to segment and blend sounds to read words well. Staff check pupils’ knowledge frequently and quickly address any gaps in knowledge. Pupils read books that help them to practise the sounds they are confident with. Following on from phonics, pupils learn how to read confidently through ‘fluency sessions’. Because of this, pupils develop a love of reading. One pupil said, reading is ‘a portable world you can go into at any time’. 10 and 11 June 2025

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Pupils benefit from a well-sequenced writing curriculum. They have many opportunities to write sounds and words. For example, in the early years, children write words such as ‘chest’ and ‘boat’ in relation to their learning about pirates. However, across the school, some pupils do not form letters correctly and on occasion, this is not addressed well enough. This means these pupils make repeated errors in their writing linked to letter formation and so do not develop fluency in their handwriting.

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The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) early and accurately. Staff support these pupils well to help them to achieve specific and measurable targets. This support is reviewed regularly to ensure it is having the desired impact. Teachers make appropriate adaptations to learning to help support the needs of pupils. This means pupils with SEND learn well from their starting points.

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Wrington’s ‘High Five’ for behaviour helps pupils to live up to the school’s behaviour expectations. As a result, pupils are highly engaged in their learning. They have a praiseworthy understanding of discrimination and that this is not fair, because of their understanding of these behaviour values. They know this would not be respectful or kind. Younger children quickly learn the rules and routines needed for school life. Leaders are tenacious in addressing any poor attendance. Consequently, pupils’ attendance has increased.

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The school enriches pupils’ educational experience through exciting opportunities, such as trips to the Houses of Parliament and local museums. Pupils firmly understand the fundamental British values and what they mean to them as individuals. They can relate this to what they have learned about the Ancient Greeks and democracy. Pupils demonstrate social responsibility, for example by donating toys to their link school in Zambia.

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The school has a dedicated staff team who collaborate well together, alongside the trust. The trust and school leaders understand the school’s strengths and areas to develop. Those responsible for governance robustly support and challenge the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, staff do not spot and address some pupils’ handwriting errors, such as letter formation. As a result, these pupils make repeated errors in their writing that persist. The trust should ensure pupils are taught and well-supported to become fluent writers with accurate letter formation. 10 and 11 June 2025

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 In some wider curriculum subjects, while pupils remember recent learning well, they struggle to make links with their previous learning. This means they do not develop the same depth of knowledge as they do in other subjects, such as mathematics and music. The trust should ensure the most important knowledge pupils need to learn is regularly revisited so that pupils can remember this knowledge over time and make meaningful connections.

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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). 10 and 11 June 2025

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Wrington Church of England Primary School is part of the Lighthouse Schools Partnership.  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 July 2022.  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 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. 10 and 11 June 2025

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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, chair of the board of trustees, chair of the local governing body and members of the local governing body.  Inspectors carried out deep dives in these subjects: early reading, mathematics and music. 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.

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 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 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

Tom Brewer His Majesty’s Inspector 10 and 11 June 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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