New Close Primary School

New Close Primary School

Address: 30 Imber Road, Warminster, Wiltshire, BA12 9JJ Unique reference number (URN): 144995

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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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Inclusion Strong standard

A culture of high expectations for all pupils has been created at New Close. Leaders have rigorous systems in place to accurately identify pupils' needs. They take swift action to put appropriate support in place. Leaders work extensively with external agencies to ensure effective help for pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those who speak English as an additional language.

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Inclusion Strong standard

Staff share leaders' high expectations for each pupil. They adapt lessons carefully to ensure that all pupils are able to take part. This means that all pupils access the ambitious curriculum and succeed alongside their peers. Staff have the knowledge and confidence to make informed, accurate decisions in response to pupils’ needs. Leaders make careful checks on the progress pupils make. They promptly review what is working well and what needs to be improved. As a result, staff adjust support before pupils fall behind.

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Inclusion Strong standard

Leaders use pupil premium funding effectively to support disadvantaged pupils. They understand each pupil as a unique individual, valuing their strengths and achievements. Leaders choose strategies that are proven to make a difference. They understand the particular challenges for those pupils who face multiple barriers to their learning. Alternative provision is used appropriately. For instance, it meets the therapeutic needs of some pupils with SEND.

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Achievement Expected standard

At the end of Year 6, pupils are typically well prepared for the next stage of their education. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders have taken effective action to improve achievement across the curriculum. Pupils achieve consistently well in national assessments, and particularly highly in mathematics. Children in the early years successfully grasp the knowledge and skills they need to succeed in reading, writing and number. This prepares them well for key stage 1.

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Achievement Expected standard

Pupils' written work is generally of a high quality. The school accurately identifies pupils with gaps in their basic reading, writing and mathematical knowledge. For instance, staff ensure pupils get daily practice of writing. This helps them to write fluently and share their knowledge accurately. Pupils' secure knowledge of number enables them to tackle mathematical problems with confidence. Pupils can recall their learning in the wider curriculum. However, sometimes this knowledge is not as developed as it could be.

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Attendance and behaviour Expected standard

Pupils, including those with special educational needs and/or disabilities and who are disadvantaged, attend well. Leaders understand the barriers that some pupils and their families face and have continued to prioritise reducing absence further. Leaders analyse attendance patterns rigorously, enabling them to intervene quickly and supportively when pupils are absent. All staff play a role in supporting positive attendance. They build warm relationships with parents and carers and make pupils feel welcome in school. Staff offer support early when concerns arise about absence from school. Consequently, most pupils are rarely absent for long.

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Attendance and behaviour Expected standard

The school is a calm and vibrant place. Pupils understand and follow the rules and routines. They know that these help them to stay safe and to learn. Pupils are eager to meet the high expectations of staff. They value praise and rewards. Pupils who struggle to behave as the school expects are well supported so that they can thrive, without causing upset to their peers or disruption to learning. Pupils typically work hard and participate actively in learning. During breaktimes, pupils of all ages play cooperatively with one another. They love using the dressing-up box and play equipment to invent new games, activities and stories. Bullying and unkindness are rare and not tolerated. Pupils care about one another and make everyone feel welcome.

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Curriculum and teaching Expected standard

Leaders have carefully designed an ambitious curriculum that builds pupils' knowledge over time, taking account of pupils' gaps if their previous education took place elsewhere. The curriculum defines vital knowledge for pupils to develop over time from the Nursery class to Year 6. Leaders ensure that pupils who are behind with basic skills in reading, writing and number get the focused support that they need to catch up quickly. Consequently, pupils are well prepared for their next steps in education.

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Curriculum and teaching Expected standard

The current curriculum is newly in place as the school has moved from mixed to single-year classes. Leaders have ensured that staff have the training and support to improve their knowledge and expertise. Teachers use their subject knowledge effectively to introduce new learning. They consistently use the evidence-informed approaches that leaders expect. They use assessment to understand how well pupils learn. Teachers are adept at correcting misconceptions and closing gaps in pupils’ knowledge. They make adaptations to the curriculum for pupils who have special educational needs and/or disabilities and those who are disadvantaged. However, sometimes the resources used in lessons do not enable pupils to learn as much as they could from their individual starting points. Leaders know which aspects of the curriculum are being taught well and what needs to improve further. They have acted promptly to bring about improvement when necessary.

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Early years Expected standard

Leaders' ambitious vision for children to make a positive start to their educational journey is supported by a well-sequenced curriculum in early years. There is a focus on developing children’s early language, communication and ability to manage their feelings. The phonics programme enables children to gain a secure knowledge of sounds that letters make. Children begin to write from an early stage and develop their understanding of how numbers work. They enjoy practising what they have learned through carefully designed activities.

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Early years Expected standard

Clear routines and positive relationships help children to feel happy, cared for and safe. Children behave well. They show curiosity and enjoy imaginative play and stories. Children take part in activities which build their knowledge across all areas of learning. For instance, staff build children's vocabulary to apply in new situations. They encourage children to speak and to listen to others. However, on occasion, staff do not support children to develop their speaking as much as they could. Leaders are aware of this and have provided further training for staff so that they do this more consistently.

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Early years Expected standard

Staff quickly identify barriers children may have to learning, including any special educational needs and/or disabilities. They carefully adapt activities for those children who face additional challenges to their achievement or wellbeing. Generally, children achieve well by the end of the Reception Year. They are well prepared for Year 1.

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Leadership and governance Expected standard

Leaders have pupils’ interests at the heart of every decision they make. They are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND) and those who face other barriers. Leaders have a clear understanding of what is working well and where further improvement is needed. They are tireless in bringing about improvement in order to serve pupils well. For instance, they have made changes to the curriculum and how it is taught, so that pupils can achieve even more highly.

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Leadership and governance Expected standard

Leaders and staff are deeply committed to the community that the school serves. Leaders work closely with parents and carers. Families appreciate the unwavering support they receive from staff. They are typically very positive about the warm welcome they and their children receive and the way that the school communicates with them.

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Leadership and governance Expected standard

Those responsible for governance understand and meet their statutory duties. They have an accurate view of the school, which enables them to provide leaders with appropriate support and challenge to help the school improve further in the best interests of pupils.

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Leadership and governance Expected standard

Staff feel that leaders consider their views, and the impact of changes on their wellbeing and workload, when they make decisions. A comprehensive programme of professional development ensures that teaching and support staff are well equipped to help pupils to flourish, regardless of when they join the school or any barriers they may face.

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Personal development and wellbeing Expected standard

Leaders have developed a comprehensive programme to promote pupils' personal development, taking into account the school's context. This enables pupils to learn how to overcome the risks that they are more likely to face, including to their wellbeing. Pupils learn what they need to know to stay safe and healthy. For instance, pupils learn how to keep themselves safe near roads, water and railways and when spending time online. They gain age-appropriate knowledge about healthy relationships. Pupils develop their knowledge of fundamental British values so that they are well prepared for life in modern Britain. For instance, pupils show respect and tolerance to those who have beliefs or views that are different from their own. Pupils learn about democratic decision making through activities such as voting on which charities to raise funds for.

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Personal development and wellbeing Expected standard

The extensive pastoral support provided is a real strength of leaders’ work. Strategies to support pupils’ emotional wellbeing are embedded across all areas of the school. For instance, regular outdoor learning has become part of the curriculum to help pupils to build their confidence and ability to work with others. Pupils are encouraged to understand and speak freely about their feelings. Pupils who encounter hurdles to their positive wellbeing get timely and effective support. This includes pupils who are known, or previously known, to social care and those who have a parent deployed away from home with the armed forces.

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Personal development and wellbeing Expected standard

Many pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, attend clubs and breaktime activities such as drawing, sports and crochet. These help them to develop their talents and interests. Opportunities to make a positive contribution include planting flowers in the local area for the community to enjoy.

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

Pupils enjoy attending this school. They arrive in the morning brimming with enthusiasm for the day ahead. Many pupils join during the school year as they have families who serve in the military. The school helps new pupils to quickly settle at school. They are made to feel welcome from the outset. Consequently, pupils want to come to school and most attend well.

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

Well-trained and vigilant staff develop a thorough knowledge of the strengths and needs of each individual pupil. Positive relationships are built between staff and pupils. This creates a caring and nurturing culture across the school. One pupil reflected the views of many when saying: 'They notice if I am sad and help me'. Bullying, derogatory language and behaviour that interrupts learning are rare. Pupils have confidence that staff deal swiftly and effectively with any disagreements or unkindness that occurs.

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

Pupils typically have positive attitudes to their learning. They are keen to share their learning and ideas in lessons. Pupils' written work is typically of high quality. The curriculum is well designed to prepare pupils for their next stages in education. Pupils generally achieve well. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged or face other barriers to learning.

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

A range of opportunities and experiences support pupils' wider development. Pupils take part in a diverse range of trips. Visits to local museums and places of interest support curriculum learning. Pupils experience exciting outdoor activities as part of the curriculum. The residential trip is a highlight, helping pupils to build confidence and resilience.

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Lead inspector:

Sarah Favager-Dalton, His Majesty's Inspector

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Team inspectors:

Claire Mirams, Ofsted Inspector Jyotsna Paranjape, Ofsted Inspector

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Next steps

Leaders should ensure that teaching is more precisely matched to pupils' starting points so that new knowledge is secured quickly, enabling pupils to develop a greater depth of knowledge across the curriculum. Leaders should ensure that staff's interactions with children in the early years more consistently help them to develop their communication and language skills so that they are better prepared for their next steps in education. The work of leaders at all levels needs to be developed further to accelerate improvements across the school.

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About this inspection

This school is part of Acorn Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Rob Price, and overseen by a board of trustees, chaired by David Middleton.

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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 HMIs.

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About this inspection

Inspectors spoke with leaders from the school and the trust, a representative of the local authority and to several of the alternative provisions that the school uses.

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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 has a significant proportion of pupils with education, health and care plans for social, emotional and mental health needs, attention deficit and hyperactivity disorder and autistic spectrum disorder.

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About this inspection

The school makes use of seven alternative provisions, including six that are unregistered.

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About this inspection

The school has undergone a significant change since the last inspection. The headteacher took up his role in September 2025.

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 2026

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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 6 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 needs support 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) 68% 62% Close to average

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average

2022/23 (final) 67% 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

2024/25 (final) 79% 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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average

2024/25 (final) 68% 72% Close to average

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average

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 73% 71% 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

2024/25 (final) 79% 74% Close to average

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average

2023/24 (final) 67% 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

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 (3 term) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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national average

2022/23 (3 term) 6.5% 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) 15.3% 13.0% Close to average

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national average

2023/24 (3 term) 11.5% 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.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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