Coxley Primary School

Coxley Primary School

Address: Harters Hill Lane, Coxley, Wells, Somerset, BA5 1RD Unique reference number (URN): 123641

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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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Attendance and behaviour Expected standard

Attendance has increased rapidly. This is because of the school’s renewed focus on attendance. Leaders analyse attendance patterns and trends meticulously. Staff scrutinise the attendance of each pupil and work closely with families to build positive attendance habits. All groups attend well. Although disadvantaged pupils attend less well than their peers, their attendance is still higher than the national average for disadvantaged pupils.

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Attendance and behaviour Expected standard

Leaders have implemented an ambitious behaviour policy. It sets out clear expectations for behaviour. Staff implement it fairly and consistently. Pupils understand and meet the school’s high expectations. Pupils and staff are rightly proud of the positive behaviour of pupils throughout the school. Leaders have well-considered processes in place to support and encourage a positive behavioural environment.

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Attendance and behaviour Expected standard

Pupils enjoy the rewards they receive for positive choices about their learning and behaviour. Pupils have positive attitudes to their learning. Even though learning is not consistently matched to their needs, pupils do not disrupt the learning of others. Within school, pupils conduct themselves in an orderly manner. They enjoy opportunities to socialise in the playground. Bullying is extremely rare. Lapses in behaviour are dealt with promptly and effectively.

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Personal development and wellbeing Expected standard

The school’s personal development programme is well designed. This provides pupils, including those with special educational needs and/or disabilities (SEND) and other pupils facing barriers to learning, with the education and opportunities they need to be well prepared for life beyond primary school.

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Personal development and wellbeing Expected standard

Pupils learn about right and wrong. They understand the importance of respecting people’s differences through the curriculum and regular assemblies. Pupils are knowledgeable about fundamental British values, such as individual liberty, democracy and the rule of law. Pupils develop their character and social skills. They are encouraged and supported to take part in local festivals, music events and sports competitions.

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Personal development and wellbeing Expected standard

There is an age-appropriate relationships and personal, social and health education programme in place. Pupils learn how to look after their physical health and mental wellbeing. They talk knowledgeably about the importance of exercise and a balanced diet. Pupils value sensory circuits as a way of refocusing their attention. Pupils understand what makes a healthy relationship. From the early years onwards, children learn how to work with

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Needs attention

others collaboratively, reinforcing the community feel of the school. Pupils value and respect the views of others and understand that everyone should be treated fairly. Wellbeing ambassadors are proud to support younger pupils at playtimes. These opportunities help them to develop a sense of responsibility.

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Needs attention

Pupils enjoy attending well-supervised clubs, such as axe throwing, football and science. Through activities such as these, they develop their talents and interests. Leaders systematically analyse the impact of the curriculum to ensure that it is effective. Leaders’ monitoring of club attendance, for example, helps more pupils to benefit from the school’s broad offer. Activities, including educational trips and visits, have a positive impact on pupils’ personal development experiences.

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Achievement Needs attention

Pupils are not as well prepared as they should be for their next stage of education. For the last 3 years, results in national curriculum tests taken at the end of key stage 2 have been below national averages in writing and mathematics. Leaders have not ensured that pupils, including those who face additional barriers to learning, such as pupils with special educational needs and/or disabilities, build the important foundational knowledge that they require. Often, pupils remember learning activities but do not grasp the key knowledge or skills behind them. Therefore, they cannot build on previous knowledge.

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Achievement Needs attention

There are some areas of the curriculum that are taught effectively, such as reading. The way that the phonics curriculum is taught helps pupils learn and remember important knowledge successfully. Therefore, pupils are well prepared to engage with increasingly demanding texts. This is reflected in published outcomes in phonics and in reading tests taken at the end of key stage 2, which are at or above national averages.

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Curriculum and teaching Needs attention

Some staff have not had the support they need to teach the curriculum effectively. Often, important knowledge is not made sufficiently explicit in lessons. Consequently, pupils do not develop the coherent understanding they need in a number of subjects.

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Curriculum and teaching Needs attention

Teachers do not have sufficient knowledge of pupils’ starting points and the gaps pupils have in their knowledge. Therefore, pupils are not given sufficient opportunities to revisit and recall prior learning. Consequently, gaps in their understanding persist. For example, in writing, leaders have not ensured that pupils develop the basic skills they need, such as handwriting and spelling, before moving on to subsequent learning.

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Curriculum and teaching Needs attention

Leaders have started to provide training and support for staff. However, this has not had a positive impact on the quality of education that pupils receive across many areas of the curriculum. Despite these weaknesses, there is a coherent, appropriate curriculum in place across all subjects. It has been designed to enable pupils to develop secure knowledge and skills that build on what they already know. Where teaching is more effective, staff demonstrate secure subject knowledge. They make use of appropriate questioning and assessment, which enables pupils to learn and remember more. However, the variation in the quality of pupils’ experiences in the classroom means that not all pupils benefit from this.

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Early years Needs attention

Although the curriculum is designed well, the quality of education in the early years is not of the expected standard. Leaders have not ensured that staff have the training and/or expertise to deliver the curriculum as intended. Therefore, some children do not make the progress they should from their starting points.

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Early years Needs attention

Staff do not consistently engage children in the high-quality interactions needed to develop their language and vocabulary. Children, including those facing barriers to their learning, are not supported well enough to articulate what they know and understand.

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Early years Needs attention

Staff do not always consistently present information clearly. In addition, they do not reliably check children’s understanding or identify and address gaps in their learning. As a result, some children who are ready to move on do not have the opportunity to do so, while others do not receive timely support to consolidate knowledge. Despite these weaknesses, there are some strengths within the setting. For example, the teaching of phonics is prioritised. As such, children are well prepared for reading in Year 1.

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Early years Needs attention

Leaders work in partnership with parents to ensure children make smooth transitions. Children receive a warm and welcoming start to the school day. Care routines are well established. They meet children’s individual needs, helping them to feel safe and secure.

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Inclusion Needs attention

Pupils with additional vulnerabilities, such as those who are disadvantaged, experience the same weaknesses in teaching and the curriculum as their peers. As a result, the most vulnerable pupils do not achieve as well as they should. Leaders’ systems for monitoring the progress of these pupils are not sufficiently precise. Leaders lack a clear understanding of how well these pupils are learning the curriculum. This limits leaders’ ability to evaluate the impact of their actions.

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Inclusion Needs attention

Leaders do not systematically review the curriculum adaptations that are intended to support pupils with special educational needs and/or disabilities (SEND). Consequently, the needs of some pupils with SEND are not met well enough. Some pupils with SEND do not have up- to-date support plans. Other plans do not accurately reflect classroom practice. Therefore, staff do not have an accurate understanding of pupils’ current barriers to learning or of the strategies needed to support pupils to make progress through the curriculum.

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Inclusion Needs attention

Nevertheless, leaders have made some effective use of funding. Support for pupils eligible for pupil premium funding has had some positive impact. Leaders’ actions to develop staff expertise to reduce social, emotional and mental health barriers for pupils are beginning to

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Urgent improvement

make a positive difference. Pupils are able to regulate their feelings and emotions increasingly successfully.

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Leadership and governance Urgent improvement

The school’s governance arrangements are weak. Governors do not fulfil their statutory responsibilities. They do not have oversight of the quality and impact of different aspects of leaders’ work. Governors do not work cohesively. Consequently, the governing body does not provide leaders with the quality of challenge and support that leads to sustained improvements.

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Leadership and governance Urgent improvement

Leaders do not have an accurate view of the school’s strengths and weaknesses. Although they have an ambitious vision for the quality of education pupils should receive, this is not being realised in practice. Several of the areas for improvement identified at the previous inspection have not been addressed successfully. School improvement priorities have not been sufficiently precise or timely to bring about the necessary impact on pupils’ learning. Leaders have not fully addressed the issues that mean pupils do not learn as well as they can. As a result, groups of pupils, including those with barriers to their learning, do not consistently receive the quality of education they should.

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Leadership and governance Urgent improvement

Staff, including those in the early stages of their career, appreciate leaders’ focus on their workload and wellbeing. Opportunities to develop their expertise are well received. Parents and carers value the school’s efforts to work in partnership with them. They appreciate the steps that staff take to nurture their children.

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

Pupils form positive relationships with each other and staff. They attend well and are proud to attend this close-knit school. Pupils value the links they make with the local community. Pupils participate in local events, such as raising money for local charities. Activities such as these help them to develop compassion and empathy for others. This supports pupils to be well prepared for life in modern Britain.

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

Pupils behave well. This creates a calm, friendly atmosphere. Pupils feel safe and know that there are adults in school to help them if they have any worries. Everyone is valued. Pupils know the school’s values, including ‘working together’ and ‘respect’. They use these in their interactions with others. Many pupils join the school at different points of the year. Whenever they join, pupils are welcomed warmly. Staff get to know pupils well. This helps them to settle in quickly. However, pupils do not benefit from the quality of education they should. Too many pupils do not achieve as well as they could. This is because teaching does not consistently help them to know and remember important knowledge and skills. Some pupils who are disadvantaged, including those with special educational needs and/or disabilities and those facing other barriers to learning, do not receive the support necessary to make

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

Governors do not have a secure understanding of their statutory duties. They do not assure themselves of the quality and impact of the school’s work. They do not support and challenge school leaders appropriately. Governors do not contribute effectively to ensuring the school continues to improve its provision for all pupils. In addition, although school leaders have a broad awareness of the school’s strengths and weaknesses, their actions are not sharply focused. These actions do not lead to improvement quickly enough. Furthermore, leaders have not ensured staff know how best to support pupils with barriers to their learning.

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Next steps

The school must strengthen its governance arrangements. Governors should ensure that they carry out their necessary statutory function so that they can effectively support and challenge leaders. Leaders, including governors, must work cohesively to develop an accurate view of the school’s strengths and weaknesses, working together to drive forward school improvement priorities. Leaders should ensure that the needs of pupils with special educational needs and/or disabilities are identified consistently and used to address pupils’ barriers to learning and to inform curriculum implementation. Leaders should review their approach to professional development to ensure that staff have the necessary expertise to deliver the curriculum effectively. Leaders should ensure that staff assess pupils’ knowledge to identify and address gaps in their learning, so that teaching allows them to build effectively on prior learning.

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Next steps

Leaders should ensure that staff maximise opportunities for high-quality interactions in the early years, so that all children develop the vocabulary and communication they need to prepare them for their next stage of education. Leaders should continue to strengthen pupils’ knowledge about cultures and faiths to prepare them for life in modern Britain.

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About this inspection

The chair of the board of governors in this school is Becki Conder.

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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

Throughout the inspection, inspectors spoke with the headteacher, other senior leaders, a representative from the governing board and several colleagues from the local authority.

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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. 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 be reasonably expected to perform.

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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?

The school uses no alternative provision.

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What does this mean?

The school has undergone a significant change since the last inspection. School stability has decreased with many pupils joining.

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What does this mean?

The school runs a nursery school for 3- and 4-year-old children.

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What does this mean?

Headteacher: Hayley Hamblin 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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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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average

2022/23 (final) 50% 73% Below ‘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

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

2024/25 (2 term) 4.6% 5.2% 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) 17.9% 14.6% Close to average

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national average

2022/23 (3 term) 19.2% 16.2% 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. 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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Urgent improvement

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