Horningsham Primary School

Horningsham Primary School

Address: Church Street, Horningsham, WARMINSTER, Wiltshire, BA12 7LW Unique reference number (URN): 126199

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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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Attendance and behaviour Strong standard

The school has stringent systems in place to monitor pupils' attendance and punctuality over time. These systems are effective in ensuring that consistently high rates of pupils' attendance, including for disadvantaged pupils, are sustained over time. Persistent absence is rare. The school is unequivocal in its challenge around lateness. This has strengthened the school's overall attendance further. The school's rates of attendance are consistently above those of similar schools nationally.

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Attendance and behaviour Strong standard

The school's high expectations of pupils' behaviour and conduct are understood by all. Pupils quickly learn to follow the school rules and show politeness and respect to one another, adults and visitors. Pupils learn in class without any disruption. They show a high degree of empathy to one another. Pupils are tolerant and understand that discrimination is wrong. Pupils are confident that bullying does not happen but if it did they are assured that staff would sort it out promptly and effectively. Suspensions are used rarely.

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Personal development and wellbeing Strong standard

The programme for pupils’ personal development and wellbeing is highly ambitious and well sequenced. Staff implement it effectively. It builds pupils' knowledge incrementally over time. Pupils develop a secure and detailed knowledge of the personal, social, health and economic curriculum as a result. The relationships and sex and health education curriculum includes all the necessary knowledge for pupils to learn. Pupils have a detailed understanding of how to keep themselves safe online, healthy lifestyles and maintaining positive relationships. Pupils learn about puberty, personal hygiene and consent. The school is proactive in building pupils' aspiration through early careers work.

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Personal development and wellbeing Strong standard

The programme teaches pupils to be tolerant and treat others fairly. They become informed young citizens and learn about the world beyond school superbly. Pupils think deeply about what life is like for others beyond their immediate experience, for example as a refugee. There is a specific focus on safety, ensuring that pupils have many opportunities to learn how to look after themselves and other people. The programme develops pupils' reflectiveness, spiritual awareness and understanding of right and wrong. Pupils learn about important concepts across religions, for example about the purpose of fasting and prayer.

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Personal development and wellbeing Strong standard

High-quality pastoral support permeates everything the school does. Pupils self refer for support when they need it, this approach supports their emotional wellbeing very well. Over time pupils learn to become reflective thinkers and problem solvers. Pupils relish serving the school community through the many jobs and responsibilities such as cleaning lunch tables, being eco warriors and sports leaders and making decisions as part of the school council. This ensures that pupils learn important leadership and teamwork skills.

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Personal development and wellbeing Strong standard

Leaders' careful tracking of each pupil's participation in the personal development offer, including for disadvantaged pupils, ensures that it continually meets their needs. Its impact on pupils' outcomes and their readiness for their next stage is substantial and sustained.

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Achievement Expected standard

Over time, pupils learn the knowledge they need in reading, writing and mathematics effectively. This can be seen in published outcomes in national tests that are typically above national averages. Pupils learn a wide range of knowledge across curriculum subjects. When pupils face barriers to learning, including pupils with special educational needs and/or disabilities and disadvantaged pupils, the school ensures that pupils make suitable progress from their starting points.

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Achievement Expected standard

Pupils learn their phonics well and read accurately. Changes to teaching approaches mean that pupils' writing across the school has improved over time, for example pupils' increased knowledge of compositional skills and handwriting. However, at times a minority of pupils do not apply their phonics to spell accurately. This does not impact pupils preparedness for secondary school. The oldest pupils achieve consistently well. For example, these pupils write cohesively and use complex sentences and ambitious vocabulary in their sustained writing.

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Curriculum and teaching Expected standard

The curriculum is ambitious and well sequenced. Staff use their sound subject knowledge to deliver the curriculum well across the subjects and phases they teach. This prepares pupils well for secondary school. The teaching of mathematics is effective. Pupils become fluent in number and are able to solve problems and reason in mathematics. The teaching of reading enables pupils to use their phonics to read accurately. Pupils gain an understanding of what they read and use their reading skills to access the wider curriculum well. The school's teaching approaches to develop pupils' vocabulary are highly effective. However, there are occasions when teaching does not support pupils to use their phonics knowledge consistently well to spell accurately.

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Curriculum and teaching Expected standard

Leaders have clear expectations of what teachers should teach and when. They have carefully considered the subject content for pupils in mixed-aged classes. This ensures that overall the curriculum is delivered effectively. On the whole, pupils learn the essential knowledge they need. However, at times, tasks are not always designed precisely enough to allow opportunities to deepen their knowledge and explore more complex subject content when they are ready. This means that a minority of pupils do not excel in their learning.

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Early years Expected standard

The school's curriculum in the early years is well sequenced and implemented effectively. Children get off to a secure start. They learn daily routines quickly. Staff provide caring support. This ensures that children feel safe and ready to soak up everything the school has to offer. What the school calls 'challenge time' provides children with plenty of opportunities to practise important skills and knowledge. Children learn the basics well. For example, teaching is successful in ensuring that children learn their phonics knowledge to read well and soon they become proficient in writing in sentences. The teaching of mathematics supports children to learn the breadth of mathematical knowledge for their age. This ensures that they become confident mathematicians. Staff address any barriers to learning which children face head-on, including for children who are disadvantaged. Children progress very well from their starting points as a result. However, on occasions, teaching activities do not

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Early years Expected standard

focus on the most essential knowledge that children need to know next. At times, staff's interactions with children do not deepen their knowledge consistently well. Leaders have plans in place to address this.

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Inclusion Expected standard

The school works closely with families and previous settings to understand pupils' needs right from the start. This ensures that pupils get the emotional and pastoral support they need to thrive and become increasingly confident over time. The school works with pupils, parents and carers to identify any emerging barriers which pupils may have to learning. Staff assess the needs of pupils with special educational needs and/or disabilities (SEND) accurately and set precise personal and academic targets for pupils to achieve. This ensures that staff typically adapt teaching so that pupils get the right resources and support. Pupils make suitable progress through the curriculum as a result. The school uses its additional funding appropriately. This ensures that when pupils have gaps in their knowledge they receive timely interventions. Leaders monitor the impact of additional teaching and support effectively and make changes to provision when necessary. Pupils with SEND,

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Inclusion Expected standard

including those who are disadvantaged, learn well through the curriculum as a result.

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Leadership and governance Expected standard

Leaders and governors place pupils at the centre of any decisions they make. Leaders understand the many strengths at the school and the aspects that require refinement. For example, a deliberate focus on improving staff's teaching strategies has ensured that teaching is typically adapted well to meet pupils' needs. Governors carry out their statutory duties effectively. For example, they are astute in carrying out checks to ascertain the impact of the school's special educational needs and/or disabilities (SEND) and safeguarding policies. Parents are exceptionally positive. Every respondent to Ofsted's online questionnaire, Ofsted Parent View, would recommend the school. Staff feel valued. Staff welcome the full consideration of their workload. They are rightly proud to work at the school.

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Leadership and governance Expected standard

Leaders use the external support they receive effectively. This ensures that the school continuously improves. For example, a detailed focus on curriculum design now means that all pupils receive the breadth of curriculum they should. Leaders have detailed oversight of much of the school's work, for example attendance and behaviour, and the impact of the school's SEND strategy. Leaders also have oversight of curriculum and teaching. However, their evaluation of how effectively pupils deepen their knowledge and understanding so that pupils excel academically is at an earlier stage.

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

Pupils are proud to attend this small and inclusive school. Most pupils rarely miss a day of school. The bespoke approach to supporting pupils and families shines through in all aspects of the school's work. Parents are unanimous in their praise for how well their children are looked after. Staff champion all children as individuals. Well-established early morning routines enable pupils to consolidate prior learning and get ready for the day ahead. Staff are on hand for anyone who needs support. This ensures that pupils feel safe and happy.

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

Pupils understand and follow the school rules of 'feel safe, be respectful and learn', expertly. They respond to staff's high expectations. Pupils' conduct and manners are positive as a result. Pupils of all ages play well together. Pupils value the family-like atmosphere, including when eating lunch together. Older pupils routinely help the younger ones. No one is left out. Pupils learn to make friends quickly in Reception. Over time, pupils form warm and lasting relationships with one another. Pupils work hard in lessons and show pride in their work. Pupils particularly enjoy 'team time' when they work in vertical groups of all ages on schoolwide projects. Pupils grow the confidence and resilience to debate and share their opinions on a wide range of subjects.

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

The curriculum is suitably ambitious. Pupils learn a breadth of knowledge. Pupils typically show high levels of concentration in class, this enables them to learn well over time. The school prepares pupils well for their next stage of education socially, emotionally and academically.

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

Pupils' mental and physical health is a top priority. There is an extensive array of opportunities beyond the academic, such as orienteering, golf, playing in the rock band and 'Kings and Queens' club. All these things boost pupils' confidence, deepen their knowledge and broaden their horizons very well.

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Next steps

Leaders should strengthen their work to evaluate how effectively pupils deepen their knowledge and understanding so that more pupils excel academically. Leaders should ensure that staff use assessment information astutely to ensure that they design activities that build firmly on the essential knowledge that pupils need to learn next. Leaders should ensure that teaching enables pupils to apply their phonics knowledge consistently well so that all pupils spell accurately.

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About this inspection

The chair of the board of governors in this school is Stephanie Storrar.

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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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Lead inspector:

Julie Carrington, His Majesty's 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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84

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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84

Inspectors spoke with the headteacher, assistant headteacher and other staff. The lead inspector also held meetings with 3 members of the governing body, and 2 representatives of Wiltshire local authority.

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84

The inspectors confirmed the following information about the school:

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84

The school does not make use of any alternative provisions.

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84

Headteacher: Odele Lapham Well below average

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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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average

2022/23 (final) 78% 73% Close to average

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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

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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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

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

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