St Andrew's Church of England Primary School

St Andrew's Church of England Primary School

Address: Stonyacres, Yetminster, Sherborne, Dorset, DT9 6LS Unique reference number (URN): 144416

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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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Personal development and wellbeing Expected standard

Leaders have ensured that a detailed programme is in place to support pupils’ personal development. Lessons are carefully thought out so that they successfully cover the important knowledge that pupils need to learn. For example, pupils learn about different religions and how to keep themselves safe. The school’s thoughtful approach enables pupils, particularly older pupils, to talk freely and thoughtfully about sensitive issues such as puberty and consent.

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Personal development and wellbeing Expected standard

The personal development programme is enhanced with a wide range of meaningful trips, visits and opportunities that pupils enjoy. For example, the chance to contribute to food bank charities helps pupils to build their knowledge of real issues in the wider world. Pupils benefit from opportunities to take on leadership responsibilities, such as being on the school council. Pupils’ understanding of the school council’s role in improving the library contributes to supporting concepts such as democracy. These activities prepare pupils well for their future lives.

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Personal development and wellbeing Expected standard

Leaders review pupils’ participation in clubs and other activities to ensure that pupils make the most of these opportunities. Adjustments are made to ensure all pupils can access additional activities, such as offering lunchtime clubs for those that cannot stay after school. This ensures that pupils who face disadvantage experience the same opportunities as their peers. The personal development programme supports them well.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils have access to an appropriate range of pastoral support. Pupils know how to access support themselves and to report any concerns or worries they may have, for example, through the ‘What I wish my teacher knew’ boxes in classrooms. Pupils value this support. It helps them to feel safe in school and know that they can trust the adults to support them.

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Achievement Needs attention

Over time, frequent changes in leadership have resulted in instability in the school. This has affected the quality of education and pupils’ achievement in national assessments. Published data indicates that attainment has remained significantly below national averages over the past 3 years for all pupils, including those who are disadvantaged. By the time pupils leave the school in Year 6, the proportion achieving the expected standard in reading, writing and mathematics is much lower than in other schools.

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Achievement Needs attention

There are emerging signs of improvement. Recent work to strengthen the teaching of reading is having a positive impact across the school. In classes where expectations are high, and teaching and relationships are strong, the achievement of most pupils is on track. This is typically the case for older pupils. However, this is not a consistent picture across the school. In some classes, the curriculum is not delivered well enough to ensure all pupils are ready for the next stage.

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Attendance and behaviour Needs attention

The school's expectations for pupils’ behaviour in lessons and around the school are not implemented consistently. As a result, pupils experience different expectations in different parts of the school and at different times of the day. This makes it hard for pupils to remember and understand the school’s expectations. In lessons, most pupils work quietly and get on with the task in hand, while others do not focus on their learning. At times, the behaviour of some pupils in lessons distracts others from their work.

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Attendance and behaviour Needs attention

Around the school, the majority of pupils conduct themselves well and are polite. Most pupils get on well together and enjoy the social times that they share. Leaders take pupils' worries seriously and take action to deal with their concerns. The number of pupil suspensions has reduced over time due to the additional support put in place for pupils at risk of exclusion.

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Attendance and behaviour Needs attention

Leaders promote the importance of attending school regularly. They work closely with parents and carers and other professionals to support pupils to attend school. Attendance is improving for all groups of pupils. Whole-school attendance is close to national figures. Rates of absence for disadvantaged pupils and those with special educational needs and/or disabilities are also reducing.

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Curriculum and teaching Needs attention

New leaders have rightly identified that some pupils do not get the support they need to secure the early skills of reading, writing and mathematics. Leaders recognise that there is more to do to ensure that all pupils develop the foundational knowledge they need to be ready for the next stage in their education. Some teaching does not ensure that all pupils secure the basic knowledge the first time they are taught it. These pupils go on to repeat basic errors in their work over time. While some staff identify these errors and help pupils to correct them, this does not happen consistently for all pupils. As a result, some pupils struggle with some of the basics. This slows down their learning when they come to new or more difficult tasks.

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Curriculum and teaching Needs attention

Leaders have worked with staff to ensure that the curriculum carefully sets out what pupils are expected to learn. Staff have received training to ensure they have the specialist knowledge they need to deliver lessons and activities. The effectiveness of this can be seen in the work to strengthen the teaching of reading. A new approach to teaching phonics, greater support for more able readers and a revamped library are all contributing to improvements in pupils' reading skills.

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Early years Needs attention

As elsewhere in the school, the expectations of children’s behaviour in lessons are unclear. The rules and routines that are intended to teach children how to manage their own learning and behaviour are not understood by all children. This makes it difficult for these children to become confident and independent learners. Consequently, some children do not achieve as well as they could and are not well prepared for Year 1. Leaders are aware of this and have made recent changes to the curriculum and staff training.

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Early years Needs attention

Staff have recently improved the quality of activities in the classroom and outdoors. Children enjoy these new activities and benefit from the conversations they have with adults. This is leading to better opportunities to develop children’s language and vocabulary.

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Early years Needs attention

Children are well supported to learn to read. They learn phonics from the start of the Reception Year and enjoy singing songs and rhymes together. Most children enjoy sharing stories and can talk about their favourites. Staff work closely with parents and carers, keeping them informed as their children learn and develop. Disadvantaged children and those with special educational needs and/or disabilities get extra help from staff and outside agencies when needed.

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Inclusion Needs attention

Leaders have recently strengthened the way that staff identify pupils’ learning and development needs. They are improving the way that pupils with additional needs and gaps in their knowledge are identified. However, leaders' work is at an early stage.

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Inclusion Needs attention

Some pupils who face barriers to their learning do not get the support they need to be ready for the next stage in their education. At times, pupils with special educational needs and/or disabilities (SEND) are expected to complete tasks that are too complex for them. When this happens, it makes it more difficult for pupils to learn. Improvements in the quality of teaching are now beginning to address these issues, particularly for older pupils in the school. Leaders' work has started to improve the support for disadvantaged pupils and those with SEND. Nonetheless, there remains much to do.

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Inclusion Needs attention

Leaders act on advice and guidance from a wide range of external experts to support pupils' specific needs. Leaders are keen to support disadvantaged pupils. Leaders now have detailed knowledge of the difficulties some pupils face and use this information to provide additional opportunities and support, for example by carefully considering how to use any additional funding they receive. This can be seen in the school-wide support for pupils' mental health and the targeted forest school activities arranged for a group of pupils.

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Leadership and governance Needs attention

Over time, changes in leadership in the school and the trust have had an impact on the school's ability to identify and address areas of weaker performance. This resulted in a decline in standards. New leaders in the school have started improving outcomes for all pupils. Together, these leaders have acted promptly to strengthen important areas such as safeguarding and pupils' attendance.

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Leadership and governance Needs attention

New staff have been appointed into key areas, such as provision for pupils with special educational needs and/or disabilities. Leaders have made effective use of a trust-wide project to ensure that staff have the knowledge and expertise they need to deliver the curriculum. This is leading to better outcomes for some pupils. Leaders know, although there are early signs of improvement, that much of this work is still in its early stages. Leaders have a clear and accurate view of the school’s strengths and the areas that require further development. However, current plans for improvement do not focus sharply enough on the school's priorities. This is slowing the progress that the school is able to make.

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Leadership and governance Needs attention

Leaders in the trust and the local governing body have effective oversight of all areas of the school's performance. In some areas, this oversight is well informed by a range of information. However, this is not the case in all areas. This makes it difficult for governors and the trust to hold leaders to account equally across all areas of the school's performance.

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Leadership and governance Needs attention

Governors value the work of the new leaders and the positive impact this is having. Staff are supportive of the school’s direction and the higher expectations introduced by leaders. Staff recognise and value the steps leaders have taken to manage workload and promote wellbeing during this period of rapid improvement.

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

St Andrew’s school has been through a period of instability that has impacted on the quality of education that pupils receive. This has reduced the effectiveness of the teaching and support that pupils receive. Over time, pupils have not had the support they need to become confident in reading, writing and mathematics. Consequently, the results that pupils achieve in national assessments are much lower than in other schools.

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

Recent changes in school have resulted in improvements to pupils’ attendance and personal development, as well as the way in which the school keeps pupils safe.

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

Pupils are safe and happy at school. They are well supported by caring staff and they are treated fairly. Pupils consider that bullying is rare. They trust that staff will help them if they are concerned about something. Pupils enjoy the wide range of subjects on offer and the extra opportunities they get. However, sometimes, pupils’ learning is disrupted by the behaviour of others during lessons. This makes it harder for pupils to learn.

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

Most parents and carers who provided feedback to inspectors value the wide range of activities and events on offer. They generally consider the school to be a friendly place. Some parents are concerned about the way some pupils behave.

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

New leaders have acted swiftly to ensure that disadvantaged pupils and those with special educational needs and/or disabilities get the support they need. Leaders are improving the information and support available to families. They are keen to offer additional support to families, for example by providing free breakfast club places and running their own food bank.

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Next steps

Leaders should reduce barriers to learning for pupils with special educational needs and/or disabilities, making sure that learning activities closely match what these pupils know and can do.

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Team inspector:

Lizzy Meadows, Ofsted Inspector Leaders should raise achievement by ensuring that all staff have the knowledge and support they need to quickly identify and address gaps in pupils' foundational knowledge. Leaders should clarify the school's expectations of pupils' behaviour in lessons, ensuring that rules and routines are clearly implemented by staff and understood and followed by pupils. Leaders and governors should ensure that actions designed to improve the school's performance are focused on identified priorities and are closely monitored.

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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

This school is is part of the Sherborne Area Schools Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, David Watson, and overseen by a board of trustees, chaired by David Middleton.

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About this inspection

The school and multi academy trust have undergone some significant changes in senior leadership since the last inspection. A permanent head of school is now in place.

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About this inspection

During the inspection, inspectors spoke with the executive headteacher, the head of school and other school staff. Inspectors also met with members of the trust and members of the local governing body.

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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 is registered as having a Church of England religious character. The most recent section 48 Statutory Inspection on behalf of the Diocese of Salisbury took place in December 2023.

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About this inspection

The school makes use of one registered alternative provision.

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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?

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. National average: 26.3%

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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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average

2024/25 (revised) 71% 75% 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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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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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

2022/23 (final) S 59% S ‘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) 4.7% 5.2% Close to average

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national average

2023/24 (3 term) 6.1% 5.5% 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) 11.0% 13.3% Close to average

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national average

2023/24 (3 term) 17.2% 14.6% Close to average

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national average

2022/23 (3 term) 14.4% 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.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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