West Buckland Primary School

West Buckland Primary School

Address: West Buckland, Wellington, Somerset, TA21 9LD Unique reference number (URN): 145674

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

Attendance and behaviour Strong standard

Leaders have high expectations for pupils’ attendance. They encourage pupils to come to school and carefully oversee how regularly pupils attend. They respond quickly as soon as concerns arise. Leaders work alongside parents and carers to understand and reduce barriers to pupils’ attendance. For example, they offer support for disadvantaged pupils and their families, including breakfast club, to help pupils to come to school on time. Overall, the rate of pupils' attendance is above national figures.

p.2

Attendance and behaviour Strong standard

Leaders’ focus on cultivating positive relationships has grown a culture of warmth and kindness. The school's values, ‘ready, respectful, safe and resilient’, strengthen pupils’ learning about behaviour. As soon as they begin at the school, they learn how to behave positively. For example, children in Nursery share politely and take turns to speak to each other. Older pupils demonstrate positive behaviours and are role models for younger pupils. Therefore, pupils show considerable respect towards each other, both in class and at social times. They insist that bullying is not an issue that they worry about and trust adults to deal with incidents fairly.

p.2

Attendance and behaviour Strong standard

Leaders use the systems they have in place to record and track behaviour. This enables them to spot patterns and trends quickly, so they can respond accordingly. Pupils who need support to manage their behaviour receive thoughtful adaptations. This supports pupils to focus well during lessons so that they do not distract others from their learning.

p.2

Achievement Expected standard

From the start of Reception, children learn the basic skills they need to build on throughout school. For example, they develop essential reading habits early. This is reflected in the Year 1 phonics screening check outcomes, which are better than national benchmarks. As they get older, pupils develop the knowledge they need to progress well through the curriculum. They regularly revisit what they have learned and can remember important aspects of what they have been taught. For example, pupils talk confidently about the legacy of the Roman empire from their previous learning in history lessons.

p.2

Achievement Expected standard

By the end of Year 6, pupils' outcomes in national tests are generally in line or slightly above what is typical nationally. Pupils with special educational needs and/or disabilities and disadvantaged pupils typically make the progress expected of them from their starting points. As such, most pupils are ready for their next stage of education.

p.2

Curriculum and teaching Expected standard

Leaders have planned a broad and balanced curriculum that is suitable for all pupils. Leaders have made improvements to ensure that pupils gain key knowledge at the right time. They have selected 20 core skills that thread through learning, including discovery and questioning. These ‘bridge skills’ help pupils to make links across subjects, remedy gaps in their knowledge and ask thoughtful questions. Leaders rightly focus on pupils’ oracy and language development. Pupils learn ambitious vocabulary from an early age and use this to talk confidently to each other and to adults. Leaders continue to refine some aspects of the curriculum so that pupils quickly remember more across all subjects.

p.2

Curriculum and teaching Expected standard

Teachers plan engaging lessons for pupils. They use their well-developed subject knowledge to explain the curriculum clearly to pupils. Teachers generally make appropriate checks on what pupils know. For example, they use questioning effectively to evaluate how well pupils have understood new concepts. This helps teachers to understand what pupils need to learn next and where they may need to make changes to their teaching. Pupils’ writing is creative and interesting. However, teachers do not always identify and correct where pupils have made errors in their spelling and punctuation. These, therefore, persist. Where this is the case, pupils are not fully equipped for the demands of the next stage of their education.

p.3

Early years Expected standard

Children get off to a positive start. They feel happy and cared for and are safe. Children know what is expected of them and are ready to learn because staff have established well- understood routines. Leaders understand the importance of the early years and plan an ambitious curriculum that meets children's individual needs. Leaders prioritise the most important learning and physical development that will prepare children well for Year 1 and beyond. For example, they maximise the time children spend building core skills, such as physical strength and coordination. They check children’s progress regularly to identify those who need extra support so that gaps in their knowledge and skills close quickly. As a result, children typically make progress from their starting points and are ready for their next steps.

p.3

Early years Expected standard

Staff organise the early years environment carefully. They create an engaging, purposeful place for pupils to learn and play. For example, they have created reading areas that are inviting, relaxing and filled with high-quality books. Staff model rich vocabulary through the conversations they have with children. They weave opportunities for children to practise reading, writing and mathematics through both the indoor and outdoor provision. Children experience the right balance of adult-led and child-led activities, which helps them grow in independence. Consequently, children show determination and focus on their learning.

p.3

Inclusion Expected standard

Leaders retain a clear oversight of how well all pupils are included in the life of the school. This establishes the foundations for the inclusive culture that is evident. They use the funding they receive to support disadvantaged pupils to reduce any barriers to learning that they may face. Consequently, all pupils benefit from everything the school has to offer. This helps pupils to develop a firm sense of belonging. Leaders identify pupils’ emerging and changing needs as soon as they start school. They know pupils well and understand any challenges they may face. For example, they spot early on if a child needs extra help with language and take advice from specialists to provide the right support. Leaders check the progress that pupils make, both academically and pastorally. When planning support, they make sure that pupils' views and feelings are considered. Teachers make changes to the way they teach the curriculum when needed so that pupils with special

p.3

Inclusion Expected standard

educational needs and/or disabilities typically learn with success. However, at times, the targets that are set for pupils are too broad for teachers to gauge whether pupils have achieved these and are ready to move on. This slows down pupils' learning in some areas of the curriculum.

p.4

Leadership and governance Expected standard

Leaders are dedicated and act in the best interests of pupils. They know their school and the community it serves well and hold high ambitions for all pupils to thrive. Leaders create a supportive and nurturing environment through their focus on pupils’ mental health and wellbeing. Pupils feel secure because leaders listen to what they have to say and celebrate their interests and successes. Leaders provide well-targeted professional learning, so staff generally feel confident to carry out their roles.

p.4

Leadership and governance Expected standard

Staff feel valued and are proud to work at the school. Leaders keep staff's workload in mind and take action to reduce it where they can. Early career teachers welcome this support.

p.4

Leadership and governance Expected standard

Parents and carers recognise the school's efforts to offer extensive opportunities beyond the classroom and how these experiences uphold pupils' love of their school. Parents feel well informed and value the positive relationships they have with staff.

p.4

Leadership and governance Expected standard

Trust leaders and those involved with governance maintain oversight of the school's work and fulfil the duties expected of them. For example, trustees ensure that decisions are well informed and resources are used efficiently. They ask senior leaders the right questions to help them understand the school's context, priorities and strengths. However, at times, they have an overgenerous view of the impact of leaders' work.

p.4

Personal development and wellbeing Expected standard

Leaders have designed a personal development programme that supports pupils to grow into responsible young people. Leaders share an ambition for all pupils to take part in everything they provide. They offer a wide range of activities that develop pupils’ interests and talents. These include choir, pottery, multi-sports and puzzle clubs. Leaders actively reduce barriers so that disadvantaged pupils fully participate.

p.4

Personal development and wellbeing Expected standard

Pupils take part in community work, such as litter picks and tidying the local church. They develop social awareness through the charity work they undertake and the sponsored fundraising events they take part in. This helps them to think of others and fosters a sense of community. They meet a variety of inspirational visitors to school, such as Paralympians. Pupils benefit from experiences beyond the locality that broaden their horizons. For example, they visit the Houses of Parliament in London and hear politicians speak.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that pupils’ wellbeing is a priority. Their commitment to social, emotional and mental health makes a positive difference to pupils. Staff train to become mental health champions. Through this, support is available to pupils throughout the day. Pupils appreciate this and are confident to seek help when they need it. Pupils learn the personal, social and health education curriculum with confidence. They understand how to treat each other fairly through lessons, assemblies and wider experiences. Over time, pupils develop an age-appropriate understanding of how to form positive relationships and health education. They know how to keep themselves healthy and safe, including when online.

p.4

Personal development and wellbeing Expected standard

Pupils talk confidently about a range of worldviews. They show tolerance and respect for different cultures and beliefs. Pupils gain a deep understanding of the values that are important for life in modern Britain. They know what these values are and what they mean for them. For example, they experience democracy through the leadership roles they take on, such as school prefects.

p.5

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

Pupils at West Buckland Primary School thrive. They enjoy coming to school and attend regularly. Pupils find the curriculum exciting and enjoy learning new information. From the moment they start, pupils, including those with special educational needs and/or disabilities, make progress through the curriculum. Pupils play a full part in school life and embrace the opportunities available to them that extend what they know and enrich their understanding of the world. They show curiosity and interest about their locality, as well as national and global events. Pupils develop the knowledge, skills and characteristics that prepare them well for life beyond the school gates. They talk enthusiastically about ambitions for the future. For example, some pupils aspire to become chefs, scuba divers or environmental campaigners.

p.5

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

Pupils feel that they belong to the West Buckland community and experience warm, caring relationships. They take pride in their school and know that adults want the best for them. They describe it as ‘a home away from home'. Pupils and families are made welcome. Special events, such as the end of year performance, make school a joyful place where pupils build happy memories.

p.5

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

Pupils understand the positive impact of kind, considerate behaviour. As such, they show high levels of respect and compassion towards one another. Over break times and lunchtimes, they enjoy socialising with their friends and play happily together. They make full use of outdoor spaces around school. Pupils develop leadership skills and contribute ideas through the roles they undertake, such as eco-councillors and sports leaders. As a result, pupils recognise that their voice is valued. This helps pupils to feel a secure sense of connection with the school.

p.5

Next steps

Leaders should ensure that the targets set for pupils with special educational needs and/or disabilities are precise enough for teachers to know whether these have been achieved and when pupils are ready to move on. Leaders should continue to strengthen the teaching of spelling and punctuation so that pupils learn to write with accuracy.

p.5

Lead inspector:

Lizzie Lethbridge, His Majesty's Inspector

p.6

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.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

p.6

Total pupils

Leaders, including those responsible for governance, should continue to develop their expertise so that they can more accurately evaluate the quality of teaching and the curriculum.

p.6

About this inspection

This school is part of Richard Huish Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, John Abbott, and overseen by a board of trustees, chaired by Jade Renville.

p.6

About this inspection

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

p.6

About this inspection

This inspection took place from 14 July to 15 July 2026.

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 HMI.

p.6

About this inspection

Inspectors spoke with the headteacher and other school leaders, members of the trust board, members of the governing body and trust leaders during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

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.7

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) 60% 62% Close to average

p.8

national average

2022/23 (final) 57% 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

average

2024/25 (final) 73% 75% Close to average

p.9

average

2022/23 (final) 79% 73% Close to average

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) 67% 72% Close to average

p.9

average

2023/24 (final) 69% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2024/25 (final) 80% 74% Close to average

p.10

average

2022/23 (final) 71% 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

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

Disadvantaged pupils reaching the expected standard in mathematics

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

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.12

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

Persistent absence

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

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