Danesfield Church of England Voluntary Controlled Community Middle School

Controlled Community Middle School

Address: North Road, Williton, Taunton, Somerset, TA4 4SW Unique reference number (URN): 140631

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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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This school requires significant improvement

His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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Inclusion Needs attention

Leaders have yet to fully embed an inclusive school culture. Leaders have not ensured that staff have the knowledge and expertise to best support pupils to overcome their individual barriers to learning or personal development.

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Inclusion Needs attention

Recently introduced systems have improved the accurate identification of the needs of individual pupils. This information has begun to be communicated with staff to help them support pupils to overcome their challenges. This has increased the levels of learning pupils with special educational needs and/or disabilities (SEND) complete, which is now more similar to their peers. Similarly, disadvantaged pupils and pupils at risk of permanent exclusion are now benefiting from this work.

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Inclusion Needs attention

Recent work around inclusion has focused on building trust and confidence in the school’s offer with families. Leaders acknowledge the need to increase staff expertise and knowledge to help ensure that appropriate adjustments and adaptations are made to pupils’ learning and development. Currently, the quality of this support is variable. The expectations of pupils who have increased vulnerabilities, particularly those with SEND, are not high enough. This is hampered further by the widespread weaknesses in the curriculum more generally.

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Leadership and governance Needs attention

A prolonged period of instability within the school and the multi academy trust has hampered efforts to bring about the necessary improvement.

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Leadership and governance Needs attention

Despite this, recently appointed school leaders have an accurate understanding of the school’s strengths and weaknesses. In the short amount of time since starting leaders have identified and prioritised the initial areas to improve. Leaders have begun to develop a more positive culture, including around behaviour, and by starting to strengthen relationships with families. They have achieved some early successes, such as improving the support in place for pupils with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders have begun to support staff to deliver the curriculum well. This work is at an early stage. Leaders recognise that improving the school may have a negative impact on staff wellbeing and workload. They have tried to reduce this impact. For instance, staff have additional time allocated for professional learning.

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Leadership and governance Needs attention

Governors have started to improve their systems and expertise so that they can better support and challenge the school. They are now clear on their core functions and the

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Urgent improvement

responsibilities they have for statutory areas. They are at an early stage of improving their engagement with parents and the community.

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Urgent improvement

Parents have significant concerns about all aspects of the school. However, they are typically more positive about how leaders act in the best interests of pupils.

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Personal development and wellbeing Needs attention

Leaders have recently revised the personal, social and health education curriculum to make sure that it is suitable for the age and phase of pupils. Pupils learn how to keep themselves safe, including online, and about healthy relationships. However, the current classroom experience for pupils means that they are not developing the knowledge and skills linked to these important topics as effectively as they should.

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Personal development and wellbeing Needs attention

The pastoral support of pupils is a high priority at this school. Leaders have ensured that pupils have access to wellbeing support.

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Personal development and wellbeing Needs attention

Pupils are inquisitive about their own beliefs. Spirituality is explored through shared moments of reflection. Class reading books help pupils to discuss different views about topics such as organ transplantations. The school engages with wider community events such as the ‘Christmas Tree Festival’ and charity fundraising. Through these experiences, pupils learn about their role as active citizens. This is increasingly helping pupils to celebrate diversity and difference.

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Personal development and wellbeing Needs attention

The opportunities for pupils to develop their talents and interests are increasing. School productions and talent shows are particular highlights. Pupils talk enthusiastically about what they have learned on recent school visits. Pupils are proud to represent their school in sporting competitions. Leadership roles such as school chaplains are helping older pupils act as role models.

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Personal development and wellbeing Needs attention

The careers curriculum provides pupils with experiences of the world of work. Guest speakers and workshops help pupils learn valuable skills such as personal finance. Leaders work closely with the local upper school to support pupils in making choices about future qualifications that align with their ambitions.

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Achievement Urgent improvement

Pupils do not achieve as well as they should. Many pupils do not read or write well and have gaps in their mathematics knowledge. They are not well prepared for their next stages in learning.

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Achievement Urgent improvement

Many pupils, particularly those who are disadvantaged, are poorly supported to learn well. Pupils struggle to remember what they have studied before. As a result, they are unable to build on their learning to deepen their understanding. Pupils do not achieve well in national tests taken at the end of Year 6.

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Achievement Urgent improvement

Pupils’ classwork is not of a high standard. The quality of written work for pupils of all ages is generally poor. It shows a lack of understanding of the curriculum they have been taught. Pupils’ work often lacks basic skills, such as high-quality handwriting and the correct use of punctuation.

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Attendance and behaviour Urgent improvement

Too many pupils are absent from the school. Attendance has remained stubbornly low. The number of pupils who miss large amounts of school is too high. This is particularly concerning for pupils who have special educational needs and/or disabilities. Leaders have not historically had a clear understanding of what is preventing pupils from attending school. Therefore, they do not take effective action to support pupils and their families to improve attendance.

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Attendance and behaviour Urgent improvement

While classrooms are typically calm, behaviour around the school is not always orderly. Leaders have recently raised the expectations for pupil behaviour. Teachers are increasingly using the school systems to help pupils learn what behaviour is acceptable. Pupils are starting to be clearer about how they should conduct themselves. Leaders ensure that pupils who need additional support are helped to improve their behaviour.

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Attendance and behaviour Urgent improvement

Pupils know that bullying is not tolerated. However, until recently, pupils have not been confident that reporting concerns would help solve issues when they occur. Pupils who do pass on concerns say that they appreciate the help they receive. Pupils are proud of the rewards that they earn. The ‘Danesfield Duck’ awards for demonstrating the school’s values are a particular highlight.

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Curriculum and teaching Urgent improvement

The curriculum is often not well matched to what pupils already know and can do. Learning activities do not consistently help pupils to learn. Staff do not have the knowledge they need in order to provide clear explanations to pupils. Leaders have only recently begun to increase the expertise of staff.

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Curriculum and teaching Urgent improvement

Teaching is not adapted well enough to meet the needs of pupils who have special educational needs and/or disabilities.

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Curriculum and teaching Urgent improvement

Too many pupils with gaps in their foundational knowledge of reading, writing and mathematics do not get the support they need. Leaders have only recently identified which pupils have fallen behind. Many gaps in pupils’ knowledge have not previously been identified. Consequently, staff have not been helping pupils to close these gaps.

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Curriculum and teaching Urgent improvement

Leaders have ensured that there is a broad and balanced curriculum. The curriculum makes clear what pupils should learn and is designed to help them to build on this knowledge over time. Leaders know which aspects of the curriculum need to improve further.

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

Turbulence in leadership and staffing at the school has had a negative impact on pupils. Leaders have an accurate evaluation of the school’s current strengths and weaknesses. Many pupils are unsettled by the frequent changes of staff. In some areas, the relationships between staff, pupils and their families are supportive and caring. However, this is not consistent across the school.

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

Many pupils do not enjoy or engage well with their learning. Pupils are not supported to review their prior learning. Staff do not consistently check pupils’ understanding. Many pupils struggle to recall what they have been taught. As a result, pupils struggle to access more complex topics across the curriculum.

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

A high rate of absence means that some pupils have significant gaps in their knowledge. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, underachieve. They are not well prepared for the next stage of their education.

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

The school has not ensured that all pupils are consistently respectful, kind and empathetic towards each other. Although standards of behaviour are starting to improve, some pupils continue to not behave well. When poor behaviour occurs, staff do not always intervene. Until recently, some pupils have not reported concerns about bullying as they did not feel confident that reporting it would make a difference.

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

Pupils are positive about the many clubs and trips that the school offers. For example, they thoroughly enjoyed a recent visit to Paris where they practised speaking French and learned about the culture. Pupils value the opportunities to develop their leadership skills through the prefect system and by serving on the school council.

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Next steps

• Leaders should ensure that staff have the expertise they need to support pupils to overcome their individual barriers to learning and make improved progress through the curriculum. • Leaders need to ensure that staff have the subject knowledge and teaching expertise to teach the curriculum as intended. • Leaders must ensure that staff accurately identify and close gaps in pupils’ foundational knowledge so they can access the curriculum as intended and are better prepared for their next steps in education. • Leaders should ensure that they understand the barriers to attendance. They should use this to help pupils overcome those barriers so that pupils attend regularly. • Leaders need to ensure that staff have the knowledge to support pupils to learn the important knowledge in the personal development programme well.

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Lead inspector:

Sarah Favager-Dalton, His Majesty's Inspector

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Team inspectors:

Leanne Thirlby, His Majesty's Inspector Sara Berry, His Majesty's Inspector Susan Aykin, His Majesty's Inspector

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About this inspection

This school is part of Beacon Education MAT Ltd, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Trudy Danby, and overseen by a board of trustees, chaired by Jane Bellamy.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

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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About this inspection

Inspectors met with senior leaders, the CEO of the trust, trustees, pupils, staff and parents during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

In accordance with section 44(2) of the Education Act 2005, His Majesty’s Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than it might in all the circumstances reasonably be expected to perform.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school has undergone a significant change since the last inspection. The headteacher and other members of the senior leadership team have been recently appointed, and the CEO is currently serving in an interim capacity.

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About this inspection

This school is registered as having a Church of England religious character. The last inspection under section 48 of the Education Act took place in September 2023.

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About this inspection

The school makes use of 3 alternative provisions. All 3 are unregistered.

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About this inspection

Headteacher: Joanna Smith 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.

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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.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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national average

2022/23 (final) 51% 60% Close to average

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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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average

2022/23 (final) 51% 58% Close to average

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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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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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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) 10.1% 8.9% Close to average

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national average

2022/23 (3 term) 8.7% 9.0% 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

2023/24 (3 term) 29.3% 25.6% Close to average

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national average

2022/23 (3 term) 27.9% 26.5% 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

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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