Batheaston Church School

Batheaston Church School

Address: School Lane, Northend, Bath, Somerset, BA1 7EP Unique reference number (URN): 145512

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Early years Strong standard

Leaders make sure that children in the early years have a highly positive start to school. Older pupils take on roles as ‘Special Friends’ to new children joining the school. This helps to welcome children and their families into the school community. Children have an extensive range of opportunities to develop their skills and individual characters. For example, through imaginative play, children learn about the wider world and how to navigate relationships with others. As a result, children enjoy their learning and quickly grow in confidence.

p.2

Early years Strong standard

Leaders quickly identify the needs of children, including any special educational needs and/or disabilities. Staff rapidly build positive relationships with families so that they can plan effective support to reduce any barriers to learning and/or wellbeing. This helps children to engage with activities and thrive.

p.2

Early years Strong standard

The curriculum has been skilfully constructed to help children to make swift progress from their starting points. Leaders prioritise developing children’s speech and language skills. Consequently, children have an impressive range of vocabulary and communicate enthusiastically with adults and their peers. Children begin to learn to read as soon as they join the school. Teachers ensure that children form letters and use their phonics knowledge to spell accurately. Many children apply these skills well and produce writing of a high quality. Children are very well prepared for Year 1.

p.2

Personal development and wellbeing Strong standard

The personal development provision is a strength of the school. Leaders have carefully considered both the taught curriculum and the wider experiences that would best prepare pupils for adult life. They adapt this to ensure that pupils continue to get the information they need at the right time. For example, learning about local risks in the Batheaston area.

p.2

Personal development and wellbeing Strong standard

Pupils learn about different religions and cultures. Leaders provide pupils with opportunities to reflect on their own spirituality and discuss moral issues. Through this, pupils have developed a deep respect for difference and demonstrate care for others. Pupils show this understanding through their respectful behaviour across the school.

p.2

Personal development and wellbeing Strong standard

Pupils know how to keep themselves safe and healthy. For example, they are aware about the dangers of communicating online and have an age-appropriate understanding of healthy relationships. The pastoral care that leaders provide for pupils supports pupils’ mental health and resilience. Leaders ensure that pupils revisit topics so that they confidently remember what they have learned.

p.2

Personal development and wellbeing Strong standard

Pupils relish the leadership roles they have which contribute to making Batheaston Church School a special place. Pupils are active citizens in the local and school community. They organise litter collections and charity fundraising. Sports leaders, librarians and school council members develop their own leadership skills while acting as role models for other pupils. For example, running sports day events for Reception children. The school residentials and extra-curricular clubs develop pupils’ characters and interests. Pupils talk

p.2

Expected standard

with excitement about the school camps as a time to challenge themselves to try something new. Leaders are alert to ensuring that all pupils benefit from the personal development offer. They have increased the number of events happening within the school day so that all pupils can take part.

p.3

Achievement Expected standard

Pupils at this school typically achieve as well as their peers in the published national tests. This prepares pupils to successfully move to their next stage of education. Pupils’ achievement in reading is a notable strength. Children in Reception and Year 1 develop the secure phonics knowledge that they need to read fluently and be successful in key stage 2. Recent changes to the maths curriculum mean that pupils are now more securely using their numeracy skills to problem solve and reason. The achievement of disadvantaged pupils is not as high as their peers, but this is improving.

p.3

Achievement Expected standard

Writing remains a key priority for the school. While many pupils write legibly and accurately spell and punctuate, this is not always the case. Leaders have introduced a new handwriting scheme to address these concerns, but this work is recent and therefore the full impact of this is not evident in pupils’ work. Equally, leaders are aware that when some subjects in the wider curriculum are not taught as effectively as others, pupils do not have the same depth of understanding as they should.

p.3

Attendance and behaviour Expected standard

Leaders in the school and trust have rightly prioritised increasing attendance and reducing persistent absence. They clearly communicate the importance of high attendance with pupils and their families. Leaders closely monitor attendance patterns so that they can identify any barriers to pupils’ attending school. They use this information to work with families to provide appropriate support. This work means that overall attendance is in line with the national average. Nevertheless, leaders are ambitious to raise attendance further, particularly for pupils who are disadvantaged or have a special educational need and/or disability.

p.3

Attendance and behaviour Expected standard

Pupils behave well at this school. They are very clear about what adults expect from them. As a result, they show positive attitudes towards their learning. On the rare occasion pupils’ behaviour disrupts learning adults act swiftly to provide support. This effective approach means that there has been no need to suspend any pupils for some considerable time. Pupils understand the importance of being respectful and kind to each other. Therefore, bullying is rare and never tolerated at the school. During social times children of all ages play well together, demonstrating the community feel of the school.

p.3

Curriculum and teaching Expected standard

Leaders have prioritised ensuring that pupils secure the strong foundations of reading, writing and mathematics. Leaders have acted to secure improvements when needed, for example within mathematics. Across the curriculum, leaders have planned a broad and interesting sequence of learning that builds on pupils’ prior knowledge. However, a small minority of subjects in the wider curriculum are not consistently taught as well as leaders intended. This is impacting on what pupils know and can remember about these subjects.

p.4

Curriculum and teaching Expected standard

Leaders have introduced the Batheaston approach to planning learning. This helps staff to select the most appropriate activities to help pupils remember the content taught. Teachers typically explain concepts clearly and model how pupils can be successful. They check what pupils know and understand. Teachers increasingly use this to inform their choices about the next sequence of learning. For example, teachers are currently using dictation activities to strengthen pupils’ spelling and handwriting. Pupils receive feedback on their learning, and this usually leads to them making improvements to their work. Teachers are aware of when pupils have barriers to their learning. They have the information and expertise they need to support these pupils to learn effectively alongside their peers.

p.4

Inclusion Expected standard

Leaders prioritise ensuring that all pupils achieve and thrive at the school. Leaders’ approaches for identifying pupils’ barriers to learning or wellbeing are effective. Trained staff identify when pupils may have any potential special educational needs and/or disabilities. Leaders ensure that staff have the information they need to inform adaptations to support pupils’ learning. For example, visual timetables or vocabulary prompts are available for pupils. Teachers and support staff work together in partnership to support pupils using their planned ‘dance routines’. These adaptations usually help pupils to learn successfully.

p.4

Inclusion Expected standard

Staff work well with other agencies, such as the virtual school, to ensure that pupils receive the right help at the right time. Leaders use additional funding, including the pupil premium, to support disadvantaged pupils to learn effectively. Any alternative provision commissioned is in the best interests of the pupil. Leaders track which pupils have had additional academic or pastoral interventions. Teachers and parents review these across the year. However, there is a lack of precision with some of the individual targets for pupils. This means that leaders cannot rigorously review how effective the interventions and support have been. This hinders leaders’ ability to adjust provision as sharply as they could.

p.4

Leadership and governance Expected standard

School and trust leaders, alongside those responsible for governance, have pupils’ best interests in mind when they make decisions. Leaders have an accurate understanding of the school’s strengths and areas for improvement. They are focused on continuing to make improvements so that the standard of education across all phases is as consistently strong as it is in the early years. This requires a sharper focus on monitoring the progress of pupils across all areas of the curriculum so that they can respond accordingly to further raise pupils’ achievement. The school’s local committee and trustees are clear about their roles and responsibilities. For example, overseeing safeguarding and finance. They are increasingly securing external scrutiny to support their own self evaluation of the school. This is helping to both support and challenge leaders.

p.4

Leadership and governance Expected standard

Staff are proud to work at the school. They recognise the care that leaders show for their workload and wellbeing. The school and trust provide well considered professional development opportunities for staff. Staff, including those new to the teaching profession, speak highly of the recent training to further enhance their classroom practice.

p.5

Leadership and governance Expected standard

Parents are very positive about the school and recommend it to others. They particularly praise how happy their child is at school. Many parents who provided feedback during the inspection spoke highly of the dedication of staff and the many ways leaders encourage families to get involved in the life of the school.

p.5

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

Pupils at Batheaston Church School enjoy their learning. From the youngest children in Reception through to Year 6, pupils talk about the different things that they have learned. Pupils quickly learn to read confidently, develop their mathematical skills and increasingly write accurately. They achieve in line with their peers in national tests. However, not all subjects in the curriculum are as effectively taught as the core subjects. This means that in a small number of subjects, pupils are not as well prepared for their next stage of education as they should be.

p.5

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

Leaders are passionate about helping pupils to develop a sense of belonging. Staff quickly identify any barriers that pupils have to their learning and/or wellbeing. Pupils who are disadvantaged or have special educational needs and/or disabilities are supported effectively to make progress from their starting points. They learn effectively alongside their peers.

p.5

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

Pupils show positive attitudes towards their learning. They appreciate that they can learn without disruption. Pupils and staff have warm, respectful relationships. They understand the values that are important in modern Britain. They have learned about different cultures and religions. Bullying is rare and pupils have a high level of trust in adults to help them with any concerns. This means they feel safe. Most pupils attend well. Leaders work with pupils and their families to understand and help to overcome any barriers to attendance.

p.5

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

Pupils are proud of their school. Older pupils act as role models for younger pupils. For example, as pavilion buddies that run activities during breaktimes. Pupils have a varied range of opportunities to develop their talents and interests. For example, joining the songbird’s choir, representing the school at sport or taking part in outdoor activities in Mike’s Meadow. School trips, such as to Avebury, bring the curriculum to life for pupils.

p.5

Team inspectors:

Deborah Tregellas, Ofsted Inspector Faye Heming, Ofsted Inspector

p.6

Next steps

Leaders should ensure that the curriculum in the foundation subjects is implemented as they intended so that the curriculum and teaching is consistently effective across all subjects and phases. Leaders and those responsible for governance should rigorously monitor the progress of pupils, swiftly and effectively addressing any barriers, so that pupils make rapid progress from their starting points.

p.6

About this inspection

The school is part of the Bath and Wells Diocesan Academies 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.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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.

p.6

About this inspection

Inspectors spoke with school and trust leaders. Inspectors also spoke with teaching staff, support staff and representatives of those responsible for governance.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character. It is in the Dioceses of Bath and Wells. Its last section 48 inspection was July 2023.

p.6

About this inspection

The school uses two unregistered alternative provisions.

p.6

About this inspection

Executive Headteacher and Head of school : Sally Jefferies and Nikki Macbeth 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.

p.6

About this inspection

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

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

average

2024/25 (final) 64% 62% Close to average

p.9

average

2023/24 (final) 65% 61% Close to average

p.9

average

2022/23 (final) 52% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (final) 79% 72% Close to average

p.9

average

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

p.9

average

2022/23 (final) 70% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 75% 74% Close to average

p.10

average

2023/24 (final) 70% 73% Close to average

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2024/25 (final) 50% 47% Close to average

p.10

average

2023/24 (final) 43% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2024/25 (final) 63% 59% Close to average

p.11

average

2023/24 (final) 57% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2024/25 (final) 50% 61% Close to average

p.11

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.

p.11

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

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.

p.13

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.

p.13

national average

2024/25 (3 term) 5.3% 5.2% Close to average

p.14

national average

2022/23 (3 term) 6.3% 5.9% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (3 term) 12.4% 13.0% Close to average

p.14

national average

2023/24 (3 term) 14.0% 14.6% Close to average

p.14

national average

2022/23 (3 term) 16.0% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

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.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15