Ditcheat Primary School

Ditcheat Primary School

Address: Ditcheat, Shepton Mallet, Shepton Mallet, Somerset, BA4 6RB Unique reference number (URN): 123642

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils are typically ready for secondary school when they leave Ditcheat. They gain knowledge and skills across the curriculum and build this knowledge well. For example, pupils discuss the different map skills they have learned in geography, from identifying simple symbols to describing directions.

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Achievement Expected standard

Pupils, including those who are disadvantaged, achieve close to national averages in tests and examinations. Pupils learn to read quickly, enabling them to learn the full curriculum. Following disappointing outcomes in writing where pupils’ attainment was below the national average, leaders have focused on how well pupils are developing their writing. The impact of leaders’ sharp focus on spelling, punctation and grammar is reflected further up the school. Consequently, pupils develop their writer’s voice and write with flair. However, some younger pupils struggle to form letters correctly and do not hold a pencil correctly. This means they struggle to write fluently and legibly.

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Attendance and behaviour Expected standard

Leaders' meticulous work on attendance has resulted in pupils attending in line with national averages and this is continually improving. Leaders analyse the causes of any poor attendance or punctuality and work with families to reduce or remove barriers. While attendance is low for a small group of pupils with special educational needs and/or disabilities, leaders work with families to remove any barriers and secure improvement.

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Attendance and behaviour Expected standard

Leaders have created a calm place for pupils to learn, rooted in mutual respect. Staff and pupils alike know the school's behaviour rules well. Pupils rise to these expectations. They love to learn and enjoy talking about their learning. Pupils engage well in lessons, particularly when staff read to them.

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Attendance and behaviour Expected standard

The school has created an environment where caring staff know pupils as individuals. The school ensures that bullying and any types of discrimination are not tolerated. The school teaches pupils about what healthy friendships and relationships look like. Pupils know that positive relationships centre on kindness. Leaders deal with any rare occurrences of bullying, friendship issues and discrimination in line with the school's approach.

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Curriculum and teaching Expected standard

Leaders have constructed an ambitious, broad and well-sequenced curriculum across subjects. This curriculum identifies the most important knowledge pupils need to learn to be ready for their next stage of education. Leaders ensure teachers have the subject knowledge they need to be able to teach the curriculum well. For example, teachers have recently learned more about how pupils learn, which is helping pupils remember their learning more readily. Leaders keep a close eye on how well pupils are learning. They use this information to inform professional learning for staff. This brings about rapid improvements, for example to the teaching of mathematics. The school’s curriculum prioritises the basics in reading, writing and mathematics. Pupils learn phonics in line with the school’s chosen phonics scheme. Any pupils who need additional support, including adaptations for pupils who are disadvantaged and those with

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Curriculum and teaching Expected standard

special educational needs and/or disabilities, receive it quickly. Across the curriculum, pupils learn new vocabulary and apply this when discussing their learning. Generally, staff use assessment well to check understanding. However, at times, teachers do not check whether all pupils understand new learning, and misconceptions can go unaddressed. This means some pupils make repeated errors.

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Early years Expected standard

The early years curriculum is well designed and sequenced across the areas of learning. This includes consideration of children's specific starting points and gaps so that children learn from a secure foundation. Underpinning this is the vocabulary which leaders want children to learn. This supports children's communication and language development. Typically, staff develop children's speech and vocabulary through purposeful interactions. For example, during the inspection, teachers drew out knowledge of shapes when children were building a castle from blocks linked to their fairy tale topic.

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Early years Expected standard

The school prioritises reading from the moment children begin at Ditcheat. Children learn to read and write according to the school's chosen phonics scheme. In early years, staff help children develop their pencil grip, so they have the basic skills needed to write well. Children practise reading books that match the sounds they know. This instils confidence in children, who rejoice when it is time to read.

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Early years Expected standard

Staff aim to develop independence, for example through encouraging children to dress themselves. The school's commendable partnership with parents and carers means that children make a settled start to school. Parents comment positively on the support and guidance they receive. This includes workshops to help their children learn to read. Pupils leave early years ready for their next stage of learning.

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Inclusion Expected standard

The school’s vision for inclusion is built on a commitment to remove barriers so that pupils with special educational needs and/or disabilities and those who are disadvantaged receive timely and well-targeted support. Pupils’ needs are quickly identified. The support the school provides typically helps to reduce barriers to learning through adaptations and adjustments where needed. Pupils benefit from measurable targets that pinpoint what they need to work on. The school regularly reviews these targets and any interventions alongside the pupils themselves, parents and carers, professionals and external agencies as required. This results in personalised support that positively impacts pupils’ outcomes. The school also encourages pupils to take responsibility for their targets. For example, they independently note when they have used the correct punctuation in their writing. The school provides staff

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Inclusion Expected standard

with training to help them to enact this approach.

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Inclusion Expected standard

The school has thoughtfully used research to decide on impactful actions to make a difference to pupils in receipt of pupil premium. For example, leaders noted that helping pupils to understand their emotions will help pupils to better support their own wellbeing, and thus be ready to learn. Because of this considered approach, pupils achieve well from their starting points.

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Leadership and governance Expected standard

Since the school's previous inspection, it has joined the East Somerset Federation. This partnership has brought expertise that has enhanced staff's professional learning and helped pupils to learn the curriculum well.

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Leadership and governance Expected standard

Governors and leaders ensure there is a clear vision in place for the school. This vision is rooted in ensuring pupils, including those who face barriers to their learning, achieve well from their starting points. Governors know the school well. They fulfil their statutory duties and provide effective challenge and support. Governors and leaders place the impact on pupils, particularly those who are disadvantaged, at the forefront of their decision-making, including when managing and allocating resources.

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Leadership and governance Expected standard

Leaders understand their context, strengths and areas they continue to develop. They have used analysis of data to inform developmental areas, for example achievement data. The school takes action to drive improvement. As an example, they improved the teaching of times tables so that pupils can recall these automatically.

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Leadership and governance Expected standard

Staff feel valued and listened to. They are supported in their workload and wellbeing, for example through afternoon teas and wellbeing groups to talk things through. Leaders provide a high-quality professional learning programme to help build their knowledge of how pupils learn best. Staff are seeing the impact of this training on pupils, who talk about their learning well. This includes support staff who, alongside teachers, also receive feedback on how well they are teaching the curriculum, enabling them to further improve in the best interests of pupils.

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Personal development and wellbeing Expected standard

The school's personal development and wellbeing programme is coherently designed and sequenced. As a result, pupils, including those who are disadvantaged, learn the important knowledge they need for life beyond the school. The programme meets statutory requirements, including those relating to relationships, sex and health education. Pupils learn about the physical changes that will happen to them. They learn about risks, including when online. Pupils understand how to keep themselves physically healthy, for example through exercise.

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Personal development and wellbeing Expected standard

The school has learned to engage thoughtfully with ethical issues, such as those concerning the environment. They foster participation within the community, for example with the church and local cheese factory. Pupils develop character, independence and entrepreneurial skills. For example, they collected locally grown dove apples, designed and made labels and sold locally made products from the apples they picked. Pupils are proud of their link with a school in Zambia, which helps them to learn about life as a child in another country. They appreciate and are interested in other cultures. Pupils have a thorough knowledge of life in modern Britain, and why it is important to live in a democracy. The school offers a wide range of experiences to help pupils develop their interests. It offers clubs such as basketball, carnival club and outdoor exploration. Because of the school's approach, no child is left wanting. Every pupil who is disadvantaged attends at least two

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Personal development and wellbeing Expected standard

enrichment activities. This means pupils can develop their interests and find their talent.

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What it's like to be a pupil at this school

Pupils feel a sense of belonging at this nurturing place to learn. They enjoy school so they attend well. Supportive and caring staff mean pupils feel safe and know who to go to for help. Staff make clear how pupils should behave. Pupils rise to these expectations and support one another as a school community. Bullying is rare, and pupils are confident it would be dealt with if it happened.

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What it's like to be a pupil at this school

Since the previous inspection, leaders have designed a broad and balanced curriculum that places a sharp focus on the most important knowledge pupils need to learn. Pupils learn this curriculum well and achieve close to national expectations. This includes pupils who have barriers to their learning. They make progress from their starting points because of how the school reduces these barriers. Consequently, pupils are ready for secondary school. They enjoy their learning and how the school brings this learning to life. For example, with input from a bank, they learn about finance. Pupils adored creating ‘Ditcheat Dollars’ for their school fete and learning about the value of money.

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What it's like to be a pupil at this school

Pupils delight in contributing to the life of the school. They demonstrate a competent understanding of what the fundamental British values mean to them. Pupils know how to become positive members of the school and local community. For example, they value their roles as eco team members. Pupils take pride in reminding others to turn their lights off, and they are proud of the eco trophy they made from scratch. Pupils benefit from a range of wider opportunities, for example visiting the local gallery, the pantomime and rugby tournaments. All pupils with barriers to their learning are fully involved in the life of the school, including in extra-curricular activities.

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Next steps

• Leaders should ensure that teachers check how well pupils understand new knowledge and that teachers identify and address misconceptions so that pupils do not make repeated errors. • Leaders should ensure that staff teach pupils how to form letters correctly, using the correct pencil grip so that they can write confidently and fluently.

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About this inspection

This school is part of The East Somerset Federation, a federation of 3 schools. It joined the federation in March 2022.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England. Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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What does this mean?

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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What does this mean?

Inspectors spoke with the executive headteacher, head of school, special educational needs coordinator and staff. The lead inspector also met with the chair of governors and a representative from the local authority.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

At the time of the inspection, there were 89 pupils on roll.

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What does this mean?

There is a before- and after-school club for pupils who attend the school.

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What does this mean?

The school does not currently use any alternative provision.

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What does this mean?

Executive Headteacher: Rachael Bisset National average: 272

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 15%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2023/24 (final) 60% 61% Close to average

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average

2022/23 (final) 58% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 73% 74% Close to average

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average

2022/23 (final) 75% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 75% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 75% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 5.9% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 10.5% 13.3% Close to average

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national average

2023/24 (3 term) 16.5% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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