Worlebury St Pauls Church School

Worlebury St Pauls Church School

Address: Woodspring Avenue, Worlebury, Weston-Super-Mare, Somerset, BS22 9RH Unique reference number (URN): 149833

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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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Achievement Expected standard

Pupils, including those that are disadvantaged, achieve well. This is reflected in key stage 2 outcomes which are generally in line with national average. Typically, pupils develop secure foundational knowledge which includes their spoken and written communication. Most pupils with special educational needs and/or disabilities successfully increase their knowledge and skills over time.

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Achievement Expected standard

Pupils are well prepared for their next stage in education. Most children leave Reception Year having secured the necessary accuracy and fluency in word reading, handwriting and number facts. Last year, the number of pupils who met the requirements of the phonics screening check in Year 1 was lower than it had been previously. However, leaders have continued to prioritise supporting these pupils to catch up with their peers. Many of these pupils are now secure in their knowledge of sounds and are starting to develop their reading fluency.

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Attendance and behaviour Expected standard

Leaders closely monitor pupils' attendance and identify any emerging trends. Over time, pupils' attendance has been in line with national average with regular absence being rare. Recently, there has been an increase in the absence of pupils with special educational needs and/or disabilities (SEND) and those that are disadvantaged. However, leaders have responded quickly and put a range of support in place for pupils and their families. For example, providing a 'soft start' to the day or introducing an attendance contract with clear expectations for improvement. This is starting to have a positive impact on these groups of pupils. However, there is more work to do.

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Attendance and behaviour Expected standard

Generally, pupils show positive attitudes towards their learning. Children in the early years are enthusiastic to try different activities, and do so with a smile on their face. Pupils play sensibly and cooperatively in their social times. Incidents of bullying or the use of derogatory language are rare. If any do occur, leaders quickly intervene and ensure that appropriate sanctions and education for pupils are put in place. Leaders ensure there are appropriate adjustments for pupils with SEND which support them to regulate their emotions. For example, time in the sensory room or with a trusted adult.

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Curriculum and teaching Expected standard

Pupils learn a broad curriculum that reflects the values of the school and the expectations of the national curriculum. Leaders ensure that the curriculum is carefully planned to support the age and stage of the different classes. Adjustments to the content and delivery of the curriculum are made for some pupils with special educational needs and/or disabilities to enable them to achieve success. Pupils build on knowledge they have learned previously. There are clear end points within each unit of learning that pupils work towards.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the strengths and areas for development within teaching. They use this to make careful choices about class organisation and the placement of experienced staff. Teachers have secure subject knowledge. For example, all staff benefit from training on phonics. This ensures that pupils, and children in the early years, are taught their letter sounds and how to blend in a consistent and effective way.

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Curriculum and teaching Expected standard

Leaders understand the importance of pupils developing secure foundations in reading, writing and oracy. This knowledge is explicitly taught from Reception Year through to Year 6. For example, through regular handwriting practice and the use of echo and choral reading. However, for some pupils, errors persist in their spelling and handwriting, particularly when learning in subjects from the wider curriculum. This is not consistently addressed by teachers.

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Early years Expected standard

Leaders prioritise the early years. They ensure that staff have the necessary expertise to deliver the curriculum successfully. Staff are knowledgeable about children’s individual needs. They carefully track their progress across the seven areas of learning. Where staff identify a child is not secure in a particular area, additional support is put in place. For example, phonics or numeracy catch up or support with emotional regulation.

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Early years Expected standard

Generally, children demonstrate secure letter formation which is supported by their accurate pencil grip. Staff reinforce this whenever it is required. Children have many opportunities to develop their fine motor skills. The impact of this can be seen in their confident use of scissors.

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Early years Expected standard

Staff model the use of challenging vocabulary and encourage children to develop the range of words they use. For example, children use language such as 'author' and 'illustrator' when discussing a book they are reading. Staff also ensure that children have opportunities for mindfulness and calm across the course of their day. This helps them to better manage their emotions.

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Early years Expected standard

Typically, children reach a good level of development by the end of Reception Year. Leaders ensure that there is an effective programme of transition to key stage one. Children are well prepared for their next steps.

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Inclusion Expected standard

Leaders have a clear system in place to identify pupils’ needs quickly and accurately. They use a range of tools to help them set appropriate targets and monitor pupils' progress towards them. For example, personal learning plans and class provision maps. Reviews of pupils' progress are completed at appropriate intervals.

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Inclusion Expected standard

Staff receive regular training to develop their expertise. For example, exploring different strategies to support pupils with autism or those with a speech and language delay. As a result, barriers to learning and wellbeing, including for pupils with special educational needs and/or disabilities, are typically reduced or removed.

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Inclusion Expected standard

The school has a below average number of pupils who are in receipt of pupil premium. However, this group is prioritised by leaders and those responsible for governance. They ensure that the funding is used effectively to support the wellbeing and achievement of disadvantaged pupils.

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Inclusion Expected standard

Alternative provision is used for a small number of pupils. Leaders carefully consider what would most benefit the pupil and enable them to re-engage in education. Similarly, part time timetables are used sparingly and reviewed regularly.

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Leadership and governance Expected standard

Leaders have successfully stabilised the school following a significant period of change in staffing. They have an accurate understanding of the strengths and areas for development. Leaders ensure that all pupils benefit from a well taught curriculum. They are ambitious to further embed the consistency of this across all classrooms and subjects.

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Leadership and governance Expected standard

Leaders have established an effective programme of professional learning. The school and trust ensure this is high quality and evidence informed. Staff benefit from coaching to further strengthen their teaching. For example, in the delivery of the phonics programme.

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Leadership and governance Expected standard

Most parents are positive about the quality of education and pastoral support that the school provides. They speak highly of the strength of relationships between staff and pupils, despite the recent changes. Staff are equally positive. The school and trust support their wellbeing and make adjustments to reduce their workload. Staff are proud to work at the school. They collaborative with each other effectively, such as when reviewing the school's curriculum.

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Leadership and governance Expected standard

Leaders develop positive working relationships with other agencies. For example, when supporting families to improve their child's attendance. They have close links with the church and support charity work within the community.

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Leadership and governance Expected standard

Those responsible for governance fulfil their statutory responsibilities. There are clear lines of communication between the trust and local committee. Therefore, together they ensure appropriate scrutiny of leaders' progress towards school priorities.

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Personal development and wellbeing Expected standard

Pupils learn an appropriate personal, social, health and economic programme. They are knowledgeable about keeping their minds and bodies healthy, as well as how to keep safe online. Pupils develop knowledge of fundamental British Values, healthy relationships and show an awareness of cultural diversity.

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Personal development and wellbeing Expected standard

The quality of pastoral support is a strength of the school. Many pupils benefit from timely and effective support to help them manage their emotions and continue with their learning. Pupils are encouraged to be thoughtful citizens. They support local food banks and bring in donations to share at harvest time.

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Personal development and wellbeing Expected standard

The school provides a range of suitable opportunities that enrich pupils’ experiences beyond the academic curriculum. These include participation in clubs such as gymnastics and cooking. Pupils also go on trips and visits that support their learning and character development. For example, children in Reception Year experience spending a day at the beach. Pupils in Year 4 and Year 6 develop their independence and resilience by participating in a residential. Leaders ensure that these opportunities are available to all pupils. A growing number of pupils with special educational needs and/or disabilities, and those that are disadvantaged, now participate in wider enrichment.

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

Worlebury St Paul's is a warm and caring community. The six core values, which include courage and peace, run through daily life at the school. For example, they are reflected in the themes of the curriculum and in regular assemblies. Pupils feel a strong sense of belonging. Many parents and carers say they chose the school for its welcoming and nurturing environment.

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

Most pupils attend school regularly. They learn positive habits of behaviour through the high expectations of staff. This starts in the Reception Year where children understand and confidently follow the set routines. Pupils develop positive relationship with staff and their peers. This helps them to feel safe in school. Bullying is extremely rare. If a pupil or parent raises any worries or concerns of this nature, leaders take swift and effective action.

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

Pupils enjoy their learning at school. They embrace the different curriculum experiences on offer such as the annual 'Wow' day for each class. Pupils achieve well as shown by their positive outcomes at the end of key stage 2. Staff get to know pupils and their specific needs very well. They adjust their teaching and support so that any barriers are reduced or removed. As a result, pupils with special educational needs and/or disabilities, and those that are disadvantaged, progress well from their starting points.

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

Pupils benefit from a range of opportunities beyond the academic curriculum. For example, many pupils enjoy being part of the school and eco council. They develop in confidence and independence through sharing their views about how to further improve the school. Pupils in Year 6 proudly take on the responsibility of being a 'buddy' to a child in Reception Year. Children, and their parents, value the support this provides them on joining the school.

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Next steps

Leaders should ensure that any gaps in pupils’ foundational knowledge, particularly in handwriting and spelling, are consistently addressed within all classes and subjects. Leaders should continue to strengthen their work to improve pupils’ attendance, particularly for pupils with special educational needs and/or disabilities and those that are disadvantaged, so that pupils’ attendance is consistently high. Leaders should ensure that all pupils benefit from an extensive and tailored programme of wider enrichment so that they are aspirational for their future pathways and very well prepared for their next steps.

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Team inspectors:

Lizzy Meadows, Ofsted Inspector Joanne Briscombe, 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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About this inspection

This school is part of 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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher (who is also the designated safeguarding lead and the special educational needs and disabilities coordinator), the assistant headteacher, the senior assistant and assistant directors' of education for the trust, the deputy chief executive officer for the trust, the chair of the trust board, the chair of the trust local committee, the early years foundation stage lead, and a group of teaching and support staff during the inspection.

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Bath and Wells. Its last section 48 inspection was in February 2025.

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About this inspection

The school currently makes use of two alternative provisions, including one that is unregistered.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 59% 62% Close to average

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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 (final) 76% 75% Close to average

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average

2023/24 (final) 79% 74% 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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average

2024/25 (final) 76% 72% Close to average

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average

2023/24 (final) 75% 72% Close to average

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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

2023/24 (final) 75% 73% Close to average

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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

2024/25 (final) 43% 47% 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

2024/25 (final) 57% 59% 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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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 (3 term) 4.4% 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

2023/24 (3 term) 11.3% 14.6% 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

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

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