Worle Village Primary School

Worle Village Primary School

Address: Church Road, Worle, Weston-super-Mare, Somerset, BS22 9EJ Unique reference number (URN): 144928

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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 Strong standard

Pupils make good progress and achieve well across the curriculum. They perform well in national tests, with results often exceeding national averages, including for disadvantaged pupils.

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Achievement Strong standard

Pupils' work across subjects is of high quality. Books clearly show progress in knowledge, skills and understanding over time. Younger pupils and older pupils who have not fully developed their fluency in these areas are well supported to develop their reading, handwriting and number skills. Leaders use assessment data to spot trends and quickly address any performance drops.

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Achievement Strong standard

Pupils retain learning well and apply their knowledge confidently across subjects. In Religious Education and PSHE for example, pupils develop strong thinking and discussion skills. They show empathy, maturity and respect when exploring complex themes and differing viewpoints. For example, what life would be like for a child living alone on the streets of a busy city.

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Attendance and behaviour Strong standard

The positive culture that leaders have embedded and the clear sense of belonging for pupils mean that pupils enjoy school and want to attend. Leaders prioritise high attendance and monitor it regularly and with precision. As a result, pupils attend well. Leaders know and understand the barriers pupils face. They take action to support the whole family, and this is making notable improvements for individual pupils.

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Attendance and behaviour Strong standard

Leaders have established a consistent approach to maintaining positive behaviour across the school. Pupils learn this approach. It is often revisited in assemblies and during restorative discussions when issues arise. As a result, the school environment is a happy place to be. Classrooms are calm and focused spaces. Playtimes are harmonious and fun. Pupils behave very well. They treat each other with kindness and respect. When appropriate, adaptions to this approach are made. Bullying is rare and dealt with quickly and successfully by staff.

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Curriculum and teaching Strong standard

Leaders have established effective systems for deciding what is taught and how pupils will learn. These systems have created high-quality teaching across the school. Teachers use feedback effectively, model clearly and ask skilful questions. They use research-based methods precisely. Focused learning spaces are created where pupils understand what is expected of them.

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Curriculum and teaching Strong standard

Phonics is taught well. Skilled staff provide structured sessions that align with the chosen scheme. Pupils develop solid early reading skills and are able to transfer these skills to their spelling and handwriting. In mathematics, teachers divide learning into small, clear steps. This approach helps pupils to build their knowledge, understanding and confidence over time.

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Curriculum and teaching Strong standard

Teachers use a clear method to teach writing. This approach encourages accuracy in handwriting and grammar. Pupils’ books show clear progress alongside increasing independence to write in different styles.

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Curriculum and teaching Strong standard

Teachers adjust their methods with expertise and offer extra support for pupils with special educational needs and/or disabilities and others facing learning barriers. This ensures that they can access the same education as their peers.

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Curriculum and teaching Strong standard

Clear sequencing of knowledge helps pupils grasp new concepts across the wider curriculum. Real-life experiences, such as Roman Day workshops and WW2 evacuation days, bring subjects to life.

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Inclusion Strong standard

Staff work effectively to support pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Teachers use established routines and teaching methods that help these pupils learn. Leaders are highly knowledgeable and skilled. They make sure pupils get the support they need to succeed. Systems to support pupils with SEND, and those who face other vulnerabilities, have a consistently positive impact.

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Inclusion Strong standard

Staff use assessment information well to identify needs, inform provision and review progress. Staff regularly check to make sure the extra help they give to pupils is effective. Working closely with families and collaborating with specialist agencies are key features. They help improve outcomes for pupils.

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Inclusion Strong standard

Staff benefit from continuous professional development. This improves their skills and helps them better understand each pupil’s unique needs. Leaders use additional funding well to ensure that barriers to learning are reduced. The school prioritises helping vulnerable pupils take part in many enrichment opportunities. They closely monitor participation.

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Inclusion Strong standard

The learning mentor plays a key role in improving pupils' wellbeing and getting them involved in school life. Pupils feel included, supported and positive about their learning. Adaptations allow them to engage with the same ambitious curriculum as their peers.

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Leadership and governance Strong standard

Leaders understand the school's strengths and priorities well. They work diligently to embed good practices and create positive change. They have built a deep culture of collaboration. The school embeds high expectations, underpinned by research-informed practice, throughout. Pupils are very engaged. Teaching and leadership keep improving. Close cooperation within the trust helps share effective practices and boosts leadership skills. This gives staff highly effective professional development, access to expert help and quality advice. This collaborative approach also ensures that if standards ever decline, leaders can act swiftly and effectively to address them. The school is outward-facing and actively engaged in local and national networks. Leaders contribute to and benefit from local authority moderation, safeguarding partnerships, inclusion panels and wider educational initiatives. Staff can access many professional

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Leadership and governance Strong standard

development options. These include qualifications, research projects and professional networks. These opportunities positively affect classroom practice. Staff at all levels undertake leadership responsibilities and make significant contributions to wider trust development. Senior leaders also support improvement beyond the school through trust and local authority work in areas such as curriculum development, safeguarding and attendance.

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Leadership and governance Strong standard

The trust's accountability systems provide effective support, challenge and oversight of school performance. Those responsible for governance use well-established systems to contribute positively to school improvement priorities. Staff morale is positive. Leaders keep an eye on workload and wellbeing and use systems to support staff's welfare.

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Leadership and governance Strong standard

Staff build positive relationships with parents and carers and aim to build these from the moment the pupil starts at the school.

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Personal development and wellbeing Strong standard

The school has an embedded personal development programme. It helps pupils grow into well-prepared citizens. Leaders ensure that this includes personal, social and health education (PSHE) and relationships and sex education (RSE) requirements. They regularly review provision and ensure that parents are well informed about curriculum content.

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Personal development and wellbeing Strong standard

Pupils show a secure understanding of the fundamental British values and protected characteristics. They confidently discuss the importance of tolerance. They have a strong understanding of different faiths and life in modern Britain.

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Personal development and wellbeing Strong standard

Leaders use extra funding to help pupils who struggle with learning and emotional health. Targeted support helps these pupils feel more confident in school.

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Personal development and wellbeing Strong standard

Leaders keep a close eye on participation, so all pupils join the personal development programme. Pupils benefit from a rich range of experiences, including art gallery visits, theatre trips and a camping residential. Regular outdoor activities, such as kayaking and climbing, boost pupils' confidence and self-belief. Pupils value these opportunities and speak positively about the impact these have. Events such as the 'Future Me' careers fair inspire pupils about their future goals. They make learning more meaningful and help pupils understand their pathways better.

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Personal development and wellbeing Strong standard

Pastoral support is a significant strength. Pupils know there are trusted adults who can help. Staff support vulnerable pupils with skill and creativity. This leads to more positive wellbeing, behaviour and emotional regulation.

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Personal development and wellbeing Strong standard

Pupils feel safe and know how to stay safe online and in their community. Leaders ensure that pupils develop an awareness of water safety and local risks through a wide variety of visits and visitors.

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Personal development and wellbeing Strong standard

Leadership opportunities, such as leading family assemblies and running lunchtime clubs for younger pupils, boost pupils' sense of responsibility. This consistently helps to develop relationships throughout the school.

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Expected standard

Through close links with secondary schools, the oldest pupils have meaningful opportunities to prepare very well for their next stage of their education.

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Early years Expected standard

Leaders have created a clear and exciting early years curriculum. Reading is a clear priority. Staff introduce phonics right from the start. This helps children create strong foundations in early reading and move easily into Year 1.

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Early years Expected standard

Leaders design the wider provision thoughtfully to cover all required areas of learning. Children enjoy both adult-led activities and independent play. The provision supports their personal, social and emotional growth well. Children show great language development during outdoor imaginative play. They work well together and show the ability to sustain focus.

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Early years Expected standard

Leaders make sure staff get regular training and support to develop their skills. While adults build positive relationships with children, the quality of questioning and interactions is inconsistent. Some opportunities to extend learning are being missed.

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Early years Expected standard

Teachers use assessment well to find out where children start and what they need to develop. They create learning experiences to address these developmental needs. Leaders make sure that assessment and screening help identify special educational needs and/or disabilities early. They adapt provision and provide targeted support. As a result, teachers provide timely intervention and support pupils to achieve well from their starting points.

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Early years Expected standard

The learning environment is calm and nurturing. Parents receive regular updates about their children's progress and learning experiences.

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

Worle Village Primary School is a small school. Here, pupils enjoy a close and caring community. Staff know and understand them as individuals. The school buzzes with life. Pupils enjoy playing football and using musical instruments. They enjoy social times. They demonstrate their teamwork while practising dance routines for Worle's Got Talent. They have fun competing as they practise running races and handstands by the old Victorian walls.

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

Pupils build a sense of belonging and, as a result, attend school well. They have opportunities to build relationships with other pupils across the school. Older pupils organise and run clubs for the younger pupils. Year 6 pupils lead family assemblies where pupils can share their ideas to help improve the school, such as enhancing play equipment.

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

Classrooms are calm and focused. Pupils know what they need to do because there are clear routines and expectations. Pupils approach their learning with confidence and resilience, reflecting the school's motto, ‘Spread your wings and see how far you can fly.’ They enjoy their lessons. Pupils have many experiences that help to bring the curriculum to life. For example, they visit the Houses of Parliament to learn about democracy.

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

Pupils benefit from a well-organised curriculum and high-quality teaching. They achieve well, often higher than their peers nationally, including pupils who face barriers to their learning. These pupils have their needs met through careful adaptations.

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

Pupils are kept safe. They receive effective pastoral care and support if needed. Bullying is rare. It is dealt with quickly and successfully by staff.

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

Teachers prepare pupils for life in modern Britain. They learn to empathise and respect others who are different from themselves.

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Next steps

Leaders should further develop how adults interact with children in the early years. This will maximise learning opportunities and help all children progress.

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About this inspection

This school is part of Kaleidoscope 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, Simon Marriott, and overseen by a board of trustees, chaired by Tristan Cogan.

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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 chief executive, the executive headteacher, the acting deputy headteacher, the special educational needs coordinator, trust leaders, the chair of the board of trustees and member of the local governing board during the inspection.

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About this inspection

The inspectors confirmed the following information about the school: There is breakfast- and after-school club managed by the school. There is no nursery class.

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About this inspection

The school currently makes use of 1 alternative provision.

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Team inspectors:

Wendy Hanrahan, Ofsted Inspector Julie Barton, 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?

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

2022/23 (final) 58% 60% 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

2023/24 (final) 79% 74% Close to average

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average

2022/23 (final) 74% 73% 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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average

2022/23 (final) 74% 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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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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gap

‘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) 5.2% 5.2% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% 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 (3 term) 11.4% 13.0% Close to average

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national average

2023/24 (3 term) 17.7% 14.6% Close to average

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national average

2022/23 (3 term) 14.0% 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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