Parrett and Axe Church of England Voluntary Aided Primary School

Aided Primary School

Address: Fairoak Way, Mosterton, Beaminster, Dorset, DT8 3JQ Unique reference number (URN): 113807

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

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

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Staff ensure that pupils build their knowledge of reading, writing and mathematics so they typically achieve well. Disadvantaged pupils and those with special educational needs and/or disabilities make appropriate progress from their starting points. Swift action from leaders has driven outcomes well above the national average in the Year 1 screening check. By Year 6, pupils achieve above those seen nationally in writing and mathematics. However, published outcomes in reading are lower, including for disadvantaged pupils. Leaders know this and recognise they need to continue to strengthen the reading provision in key stage 2.

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Achievement Expected standard

Typically, pupils gain secure subject knowledge in a range of subjects. For example, pupils draw on previous learning to build key skills, including how historians can gain insight from sources such as Samuel Pepys's diary or use their knowledge of the Stone Age to create cave paintings.

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Attendance and behaviour Expected standard

Leaders track attendance closely and intervene early when concerns arise. They work with families to remove barriers to regular attendance, particularly for pupils with special educational needs and/or disabilities. Praise, encouragement and other incentives, such as joining sports teams, certificates and termly rewards, motivate pupils to attend regularly. These actions, and leaders' positive relationships with pupils and families, have reduced absence. Attendance is in line with national averages.

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Attendance and behaviour Expected standard

Leaders have high expectations of how pupils should behave. Staff model calmness and show pupils how to treat others well. Pupils rise to these expectations. They act with integrity and self-control. Incidents of bullying are extremely rare. Based on mutual respect, relationships between pupils, their peers and adults are extremely positive. Individual and team house points encourage pupils to do their best, and the termly prize for the winning house sparks excitement and friendly competition. In the playground, pupils of all ages play well together. Older pupils act as positive role models for younger children. They cooperate well and organise their own games successfully, taking careful consideration of others and making sure everyone is included in their games, such as snakes and ladders, ball games or table tennis.

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Curriculum and teaching Expected standard

Leaders hold an accurate view of the quality of the curriculum and teaching. Since the previous inspection, leaders have designed a broad and balanced curriculum. Lessons follow a clear order to help pupils know more and deepen their understanding. 'Knowledge organisers' provide key learning reminders for pupils. For example, pupils in Years 5 and 6 use their prior knowledge when they investigate electrical circuits in science. They remember the importance of fair testing from their learning in key stage 1. In mathematics, pupils explain their methods clearly and show a secure understanding of concepts such as place value. Pupils benefit from teachers' secure subject knowledge. Staff use modelling and questioning to routinely check pupils' understanding. Teachers revisit previous learning, for example through quizzes, to help pupils recall what they have learned. This helps to ensure that any gaps in learning are addressed. Pupils with special educational needs and/or disabilities

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Curriculum and teaching Expected standard

receive the support they need to access the curriculum well. In the wider curriculum, activities are generally planned to meet pupils' needs, helping them to build on their previous learning and deepen their understanding. However, on occasion, some activity choices do not enable a small proportion of pupils to develop their knowledge as effectively as they could.

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Early years Expected standard

New Reception children receive the emotional reassurance and support they need when they start school. Adults care for children well. The provision is nurturing and provides them with a smooth transition into school. Established routines enable children to settle quickly, feel safe and enjoy their learning.

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Early years Expected standard

Staff teach phonics systematically and effectively. They model the sounds different letters make and check precisely that children hear and pronounce them correctly. Teachers give prompt feedback when errors occur.

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Early years Expected standard

Children listen attentively during appropriately short, focused sessions. They enjoy a wide range of interesting activities to explore in the classroom and the outside area. Activities include making models, building with wood and boxes, painting and using weighing scales in the sand. On the whole, these activities build important skills, such as using scissors, and develop key concepts such as heavier and lighter. They also help build fine and gross motor skills and strengthen muscles, preparing most children to write.

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Early years Expected standard

Typically, staff quickly identify children with special educational needs and/or disabilities (SEND), ensuring that appropriate support is put in place. Generally, staff remove barriers to learning so that children with SEND learn well. Partnership working with parents and carers and other professionals further reinforces this approach.

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Inclusion Expected standard

The school welcomes everyone. Leaders and staff treat each pupil as an individual. This means pupils feel valued and well cared for. Staff focus on pupils' emotional wellbeing. Typically, staff use communication approaches and regulation strategies to help pupils build resilience. Some pupils use the sensory room to help them feel settled.

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Inclusion Expected standard

Leaders generally work effectively to identify and reduce barriers to learning, enabling disadvantaged pupils and those with special educational needs and/or disabilities (SEND) to participate fully in school life. From the moment children start in the early years, staff act on advice from leaders and external professionals so that the right support can be put in place. Staff receive training to help them adapt learning activities or the school day to meet pupils’ needs. For example, for some pupils with SEND, staff make alternative arrangements at the start of the day and at playtime so they can be successful. Leaders check that additional funding leads to measurable improvements. For example, they use this funding to help disadvantaged pupils with pastoral care, trips, clubs and family needs. The school ensures that pupils are typically well prepared for their next steps. Parents and carers are highly positive about the support their children receive.

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Leadership and governance Expected standard

Leaders and governors act in the best interests of pupils. They hold a thorough understanding of the school's context. Leaders have a clear vision for the school. They understand what the school does well and what needs to be better. Leaders identify the right priorities, in the right order, to secure improvement. For example, leaders recognised the need to strengthen the teaching of phonics to ensure that staff could deliver the programme more effectively. This led to a higher proportion of pupils exceeding the national average in the phonics screening check.

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Leadership and governance Expected standard

Governors have a generally accurate understanding of the school’s strengths and areas for development. They consider and address leaders' workload and wellbeing thoroughly. They understand their roles and make time to check in on staff and the headteacher. All staff feel well supported and trusted. Governors monitor many important areas of the school's work. However, the level of challenge they provide is not consistently robust across all these areas.

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Leadership and governance Expected standard

Staff value the many opportunities to advance their careers through ongoing professional development. They welcome the chance to work alongside other professionals as part of the school's involvement in a local schools' partnership. This helps them grow in confidence and expertise.

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Leadership and governance Expected standard

Parents and carers hold the school in high regard. Many feel well informed. They welcome and appreciate the care, individual support and education their children receive. Leaders also work positively with other professionals and the wider community to support pupils' wellbeing and learning.

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Personal development and wellbeing Expected standard

Pupils benefit from a broad programme that supports their personal development and wellbeing. Leaders ensure that there is a suitable taught curriculum for personal, social, health and economic education, which begins in the early years. This teaches pupils essential life skills. For example, the theme of ‘looking after yourself’ helps children to understand the importance of dental hygiene in Reception and builds to issues around peer pressure in Year 6. The curriculum prepares pupils well and helps them to understand puberty and how to keep themselves safe, both online and offline.

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Personal development and wellbeing Expected standard

Pupils take part in a range of extra-curricular activities, such as choir, chess and drama clubs. For all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, these experiences help them to flourish.

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Personal development and wellbeing Expected standard

Pupils compete in sports competitions such as netball and cross-country running. Sporting activities emphasise good sportsmanship and the importance of being a team player. Pupils learn to apply this in the classroom and around the school. This builds their character and strengthens the social bonds they have with their peers.

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Personal development and wellbeing Expected standard

A Christian ethos underpins daily life and gives the school a clear sense of identity and belonging. This, coupled with the school values, guides pupils’ behaviour and how they treat one another. Pupils benefit from the close-knit community and high-quality pastoral support. They show a growing understanding of the fundamental British values, such as democracy, through collective worship and by representing their peers on the school council.

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Personal development and wellbeing Expected standard

Leadership roles within the school, such as being a librarian or guiding younger classes into collective worship, give pupils the chance to be responsible and act as positive role models. Consequently, leaders ensure pupils get many practical opportunities for responsibility and personal development.

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

Pupils enjoy coming to this school because they feel safe and valued. They develop a clear sense of belonging as everyone is fully included. Pupils attend regularly and arrive each day happy, welcomed by caring staff. Established routines help pupils to settle quickly. A quiet calmness spreads across the school as pupils eagerly immerse themselves in their learning.

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

The story of ‘The Good Samaritan’ shapes the school’s ethos. Pupils understand what it means and embody the school values. These help them to take responsibility for their actions, treat others equally, be kind and have the courage to try new things. From the early years, children are taught to be considerate of others and to behave with integrity. Bullying is uncommon. Pupils trust staff to respond swiftly to any incidents and deal with them effectively.

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

Pupils with special educational needs and/or disabilities receive the support they need to access the curriculum. From the early years onwards, pupils build knowledge across the curriculum, including in reading, writing and mathematics. By the end of their time at the school, most pupils typically achieve in line with or above national expectations and are ready to move on to secondary school.

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

The curriculum extends beyond the academic with rich experiences for all pupils. Educational trips let pupils see what life was like in the trenches during the First World War. Residential visits build confidence and resilience. Pupils value the many opportunities they get to represent the school. For example, they can attend a choral festival or participate in sporting events such as football tournaments, basketball or netball. Visitors to the school broaden pupils' experiences, from encounters with reptile handlers to talks from the local lifeboat crew about water safety.

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Next steps

Leaders should continue to strengthen the reading curriculum so that all pupils, including disadvantaged pupils, develop fluency, vocabulary and comprehension securely over

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Lead inspector:

Gavin Summerfield, His Majesty's Inspector

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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. time. Leaders should design lesson activities that build on what pupils already know, so pupils learn as much as possible in each lesson and across the curriculum. Leaders at all levels should continue to use the information they gather to evaluate the impact of improvement strategies more precisely to drive further development.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders, including the headteacher, pupils and parents. They also spoke with representatives from the governing body, including the co-chairs.

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About this inspection

Inspectors spoke with some parents at the start of the school day. They considered responses to the online survey, Ofsted Parent View, including free-text comments. Inspectors also considered responses to Ofsted’s staff and pupil surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Salisbury. The school’s most recent section 48 inspection was in November 2023.

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About this inspection

The school uses one unregistered alternative provision.

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About this inspection

Headteacher: Simon Smith The inspector(s) used this data during the full inspection on 9 September 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.

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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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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) 71% 75% Close to average

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average

2023/24 (final) 75% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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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) 73% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

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

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average

2024/25 (final) 43% 47% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (3 term) 4.6% 5.2% Close to average

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national average

2022/23 (3 term) 5.6% 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) 12.6% 13.0% Close to average

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national average

2022/23 (3 term) 16.9% 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. 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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