Churchfield Church School

Churchfield Church School

Address: Burnham Road, Highbridge, Somerset, TA9 3JF Unique reference number (URN): 139278

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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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Leadership and governance Expected standard

The school has been through a significant period of instability since the previous inspection. This has led to the school community being unsettled. Trust leaders have responded swiftly and effectively to the unpredictable and, at times, rapidly changing picture. Stable leadership has been restored and the school is improving securely. The pace of improvement, from a low base, is noteworthy. While the school's provision in all aspects still needs attention, each has improved considerably over the last year.

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Leadership and governance Expected standard

Leaders at all levels, including trustees, work together to understand the school's context, strengths and areas for development. This has been crucial in moving the school forwards. They prioritised the most important actions to get the school back on track and improve it further. Trustees hold leaders to account for the impact of actions and whether it demonstrates value for money. Decisions are based on what is in the best interests of pupils, particularly those who are disadvantaged, those with special educational needs and/or disabilities, those known, or previously known to social care and those who face other barriers to their learning and wellbeing.

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Leadership and governance Expected standard

Leaders have worked hard to win back the trust of staff, parents and carers and the wider community. Parents recognise that the school has improved and demonstrate confidence in the current leadership. Staff, too, appreciate leaders' efforts. They value the high-quality professional learning programme that leaders have put in place to support improvement, and the way that leaders are considerate of their wellbeing.

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Achievement Needs attention

Many pupils are not well prepared for the next stages of education. Pupils do not achieve consistently well in national tests and assessments. This includes pupils who face additional barriers to learning, such as those with special educational needs and/or disabilities. A significant minority have gaps in their learning, which hinders their achievement, particularly in writing. This limits their progress in the wider curriculum. For example, many older pupils did not secure spelling and handwriting skills in key stage 1. These gaps remain and make it difficult for pupils to write accurately or legibly in all subjects.

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Achievement Needs attention

Appropriate actions to improve achievement are in place. They are beginning to make a difference. However, it is too soon to determine the impact of this work, particularly in key stage 2.

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Achievement Needs attention

Pupils currently in the early years and key stage 1 are well supported to secure the basic knowledge they need, particularly for reading and mathematics. This means that more and more pupils are achieving well in these subjects. A strong focus on communication, including spoken language and vocabulary, helps pupils to express their thoughts accurately. For example, in mathematics, pupils use their understanding of the word 'equals' to help them learn about fractions.

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Attendance and behaviour Needs attention

Attendance is below national rates, and has been for some time. The school's information for pupils who face additional barriers to learning, such as those with special educational needs and/or disabilities (SEND), show that they attend less well than their peers. Consequently, too many pupils miss important learning, which contributes to underachievement.

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Attendance and behaviour Needs attention

Leaders analyse attendance figures thoroughly. They use this to inform their comprehensive attendance strategy. The strategy is beginning to work. There is notable improvement for some groups of pupils over the last year. Nevertheless, figures for some groups, including pupils with SEND, remain too low.

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Attendance and behaviour Needs attention

Pupils' behaviour in recent years has been a cause for concern for parents, staff and other pupils. Bullying was too common and not always resolved quickly or to the satisfaction of pupils and their parents. Lessons were often disrupted by poor behaviour.

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Attendance and behaviour Needs attention

Behaviour has improved significantly in the last year after the introduction of new policies and procedures. The school is calm, orderly and respectful. Pupils know the rules and comply with expectations. Classrooms are conducive to learning and pupils work hard. There is less bullying. When it occurs, it is usually dealt with effectively. Pupils increasingly take responsibility for their own behaviour and learning.

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Curriculum and teaching Needs attention

Teachers do not use assessment well to pinpoint where gaps in pupils' knowledge lie. Consequently, teachers do not always focus on the essential knowledge pupils need. Pupils who face barriers to learning, including those with special educational needs and/or disabilities and disadvantaged pupils, are disproportionately affected by this. Teachers do not always make the right choices about how to adapt lessons for these pupils. Leaders have identified this issue. They are training teachers in subject knowledge, better assessment and more effective lesson adaptation.

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Curriculum and teaching Needs attention

Teachers do not ensure that older pupils who cannot form letters or spell words correctly catch up quickly. Pupils do not write accurately in all subjects, as they have been taught to do in English lessons. There is a much sharper focus on teaching the basics to younger pupils.

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Curriculum and teaching Needs attention

Leaders have an accurate view of the quality of the curriculum and how it is taught. They have designed a curriculum that prioritises essential knowledge in the early years and key stage 1, then broadens pupils' understanding across subjects in key stage 2. From Nursery onwards, the curriculum focuses on extending pupils' language and vocabulary from the very low starting points that many have.

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Early years Needs attention

Leaders have not made clear the vocabulary that they want children to learn at each stage in Nursery and Reception. Consequently, some staff do not know what words they need children to use in their interactions with them. It also means that leaders cannot be certain that all children have learned what they intend. Therefore, some children do not make the gains they should with the development of language and communication.

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Early years Needs attention

Many children have low starting points when they start Nursery or Reception. Staff design the curriculum with this in mind. In Nursery, children's personal, social and emotional needs are prioritised and communication, language and physical development are promoted. Children learn to behave well, listen and respond to adults. They learn to speak in sentences. Teachers provide activities that spark enthusiasm and ensure that children cover in the curriculum all areas of learning. The provision, including care practices, is suitable for the ages of the children, including 2- and 3-year-olds.

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Early years Needs attention

In the Reception Year, teaching focuses on securing the basics of reading, writing and mathematics. Children learn to read using phonics, recognise numbers and start to write letters using the sounds they know.

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Early years Needs attention

There are positive and helpful partnerships with external specialists and parents and carers. Parents are positive about their children's start to education.

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Inclusion Needs attention

Over time, pupils who face barriers to learning have not received the support they need to make the progress they should. This includes those with special educational needs and/or disabilities and pupils who are disadvantaged. Leaders have not made effective use of funding. Support for eligible pupils lacks impact. Too many pupils are not well prepared for the next stage of their education.

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Inclusion Needs attention

Leaders have worked hard to put in place what is needed to overcome pupils' barriers to learning and their wellbeing. They now identify pupils' needs more quickly and accurately than has previously been the case. They have introduced a well-considered, step-by-step approach to provide the support that pupils need. They seek specialist advice where appropriate. Leaders check the extent to which the system is making a difference to pupils. They know that the system is not yet working as effectively as it should and are putting appropriate training for teachers in place.

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Inclusion Needs attention

Leaders work closely with other agencies to ensure that pupils benefit from the local area partnership's strategy to improve the experiences of, and outcomes for, pupils. Alternative provision is only used when appropriate and to do so and is in pupils’ best interests.

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Personal development and wellbeing Needs attention

Over time, the school's programme for personal development has had shortcomings. Older pupils have a limited understanding of many aspects of life in society, such as the meaning and purpose of the fundamental British values and what they should know about different religions and beliefs in modern Britain.

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Personal development and wellbeing Needs attention

A new programme is now in place that meets all statutory requirements, including for relationships and health education. It is still relatively new and too soon for all pupils to be fully prepared for their next steps before moving on to secondary school.

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Personal development and wellbeing Needs attention

Pupils are learning to have self-awareness, respect for others and how to play their part in transforming the world. They are developing social skills, including patience, tolerance and understanding of others' difficulties. Pupils receive high-quality pastoral support.

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Personal development and wellbeing Needs attention

There is a selection of clubs and activities that help pupils to develop interests and hobbies. They have the chance to nurture talent through the school choir and sports clubs, or be reflective through prayer club. A range of trips and visitors into school broaden pupils' horizons and give them meaningful cultural experiences. Pupils have the chance to become leaders as librarians, prefects, play leaders and computer assistants.

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Personal development and wellbeing Needs attention

Leaders are ambitious for the programme to be richer. They want to raise pupils' ambitions and to equip them to overcome financial disadvantage or other barriers to fulfilment and success. They have begun this work. For example, they have implemented a careers programme. Pupils learn how their skills, knowledge and interests may be incorporated into future jobs. They encounter employers from different fields. Older pupils, for example, practise writing application forms.

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

The school has been through a significant period of instability in recent years, including several changes of headteacher. This has been unsettling for pupils and their families. Now that leadership has stabilised, pupils throughout the school are benefiting from consistency and high expectations. Behaviour has improved substantially. Bullying is much less common and usually resolved quickly. Pupils are safe and happy in school. They have trusting relationships with staff.

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

Leaders are determined that all pupils will succeed. They go to great lengths to provide the help and support pupils need to overcome barriers to attending school regularly. Nevertheless, some pupils still do not attend school often enough to benefit from the much- improved experience.

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

Disadvantaged pupils and pupils who have special educational needs and/or disabilities are in receipt of a better experience of school. However, there is more to be done. Teachers need more help to make the right choices about how best to meet pupils' needs in the classroom.

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

The quality of teaching is improving. Pupils enjoy learning and are starting to achieve better than previously. There is still a way to go as many pupils have significant gaps in their basic knowledge. Teachers, including in the early years, do not always ensure that pupils catch up quickly. Leaders are supporting teachers to do this better. Nevertheless, some pupils are not prepared well enough for their next steps. Pupils enjoy trips, clubs and activities that broaden their horizons. They experience leadership as librarians, prefects or play leaders. However, they lack some crucial knowledge about life in modern Britain, such as how people and families differ and knowledge about different faiths.

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Next steps

Leaders should ensure that staff assess the specific gaps in pupils' knowledge and use this information to adapt lessons effectively in order to meet pupils' needs consistently and overcome barriers to learning and their wellbeing. Leaders should further develop the consistency of the effective teaching practice that has been established so that more pupils go on to achieve as well as they should in national tests and examinations. Leaders should continue to build on the school's work to promote high rates of attendance to ensure it has the intended impact, particularly for pupils with special educational needs and/or disabilities. Leaders should ensure that staff in the early years know what words children must learn and that these words are taught by all staff and learned by all children. Leaders should embed the school's personal development programme so that pupils develop a better understanding of, and respect for, difference and the law, fundamental

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Next steps

British values and religious diversity in modern Britain.

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About this inspection

This school is part of the Bath and Wells Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Nikki Edwards, and overseen by a board of trustees, chaired by Beverley Hobbs.

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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 spoke with the acting headteacher, deputy headteacher, assistant headteachers, special educational needs and disabilities coordinator and other staff members. They also spoke with two assistant directors of education for the trust, the CEO and deputy CEO for the trust, the chair of the trust board, and the chair of the local governing body during the inspection.

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About this inspection

This school is registered as having a Church of England religious character. The most recent section 48 inspection was in March 2023.

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About this inspection

The school currently makes use of 6 alternative provisions, including 5 that are unregistered.

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Team inspectors:

Catherine Beeks, Ofsted Inspector Carl Thornton, Ofsted Inspector Julie Fox, Ofsted Inspector

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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.

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What does this mean?

Since the previous inspection, there have been significant changes in leadership. The executive headteacher took up post in April 2025 and the two deputy headteachers in September 2025. One of the deputy headteachers was acting headteacher at the time of the inspection.

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What does this mean?

Jo Thorn: Executive Headteacher 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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average

2023/24 (final) 36% 46% Close to average

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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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average

2023/24 (final) 53% 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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Persistent absence

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

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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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Urgent improvement

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