Castle Cary Community Primary School

Castle Cary Community Primary School

Address: Park Street, Castle Cary, Somerset, BA7 7EH Unique reference number (URN): 150285

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

Achievement Expected standard

Leaders have raised the expectations of what pupils can achieve. Pupils, including those that are disadvantaged, achieve well as reflected in the school's most recent outcomes. Pupils with special educational needs and/or disabilities make secure progress from their starting points. Where pupils had previously underperformed, such as in the Year 4 multiplication check, they now achieve above national average scores. Pupils are well prepared for their next steps, including their transition to secondary school at the end of Year 6.

p.2

Achievement Expected standard

Leaders have prioritised securing pupils' foundational knowledge. The introduction of clear expectations for pupils' progression in handwriting, for example, means more pupils produce high quality, accurate writing. Children in the early years are quickly developing confidence in their letter formation, even at this early stage of the term. On the whole, staff ensure that across subjects and phases they are correcting inaccuracies so that gaps do not persist.

p.2

Attendance and behaviour Expected standard

Attendance The majority of pupils attend school regularly. Pupils' overall attendance is in line with national average. Leaders carefully track and analyse pupils' attendance to school over time. They put appropriate support in place when a pupil's attendance starts to fall. For example, they may meet with parents and carers, arrange external support or introduce an attendance contract. In many cases, this leads to a positive and sustained improvement in their attendance. For some pupils, particularly those that are disadvantaged, attendance continues to be a barrier as they are still absent from school too regularly.

p.2

Attendance and behaviour Expected standard

Behaviour Leaders, in consultation with staff, have established clear, well understood expectations of pupils' behaviour. Their knowledge of individual pupils' needs has strengthened. Therefore, leaders make successful adaptations to the provision for pupils who may previously have found it harder to manage their behaviour. Consequently, the number of pupils receiving suspensions from school has significantly reduced. Pupils engage positively in lessons and are keen to do well in their learning. They self regulate during social times and play cooperatively with their peers. Children in the early years happily follow established routines. Bullying is rare and taken seriously if any incidents do occur.

p.2

Curriculum and teaching Expected standard

The trust curriculum clearly sets out the knowledge pupils will learn across different subjects and year groups. It also includes opportunities for pupils to develop their character attributes and to engage in reflection about their learning. In mathematics for example, pupils use journals confidently to narrate their thought process when working independently.

p.2

Curriculum and teaching Expected standard

Leaders carefully monitor the quality of teaching across the curriculum. They support staff to further strengthen their classroom practice. Generally, teachers adapt the curriculum well to pupils' different starting points or to support pupils with special educational needs and/or disabilities. For example, they provide writing frames, bookmark prompts and word banks. Teaching usually checks pupils' understanding of what they have been taught at key points in the lesson. Learning is then adjusted to help knowledge to stick. At times, instructions and resources to support pupils are not as precise as they could be. When this is the case, learning behaviours are not as secure and some pupils' progress stalls.

p.2

Curriculum and teaching Expected standard

Leaders monitor pupils' development of core skills such as handwriting, spelling and number fluency. This information enables staff to intervene quickly and provide support to close any gaps. As a result, most pupils develop secure foundations in these important areas.

p.3

Early years Expected standard

Leaders are knowledgeable and passionate about early years education. Children achieve well, as shown by the high number reaching a good level of development over time.

p.3

Early years Expected standard

Phonics is prioritised from the start of Reception Year. Teaching is systematic and consistent, with pupils' progress regularly assessed so any sound gaps are identified quickly and addressed through timely keep-up support.

p.3

Early years Expected standard

Routines are well established and transitions between activities do not waste any time. Staff model and praise positive behaviour, while tidy-team jobs for every child develops their independence and responsibility. Provision is thoughtfully designed to develop children's skills. Hand whisks and narrow-necked bottles, for example, strengthen fine motor control. Children are curious and confident. They talk about books together, engage in role play and readily speak with visitors.

p.3

Early years Expected standard

Assessment is used effectively to inform changes to the focus of learning activities. For example, in response to children struggling to form the letter ‘a’, the teacher established that the barrier was drawing circles anti-clockwise. As a result, additional opportunities for large mark making have been created in the outside provision.

p.3

Early years Expected standard

Transition into key stage 1 is well planned and collaborative. Staff share assessment information and review the needs of every child so that they make a strong start in Year 1.

p.3

Inclusion Expected standard

Leaders have developed an accurate understanding of pupils' barriers to learning or any additional needs they may have. They prioritise early identification to ensure that support can be put in place at the earliest stage. For example, children in Reception complete a speech and language assessment early in the year so that any delays can be addressed. Leaders ensure that pupils have small steps and measurable targets so that their progress through the curriculum can be carefully tracked.

p.3

Inclusion Expected standard

Pupils known to social care, and looked-after children, are well supported. Leaders work effectively with the virtual school in the best interests of pupils.

p.3

Inclusion Expected standard

Leaders also carefully consider what support pupils may require in order to be successful outside of the classroom. For example, leaders have created a lunchtime club to support pupils in developing their social skills. These pupils can now self regulate more effectively and are able to engage in positive interactions with their peers.

p.3

Inclusion Expected standard

Leaders and those responsible for governance closely monitor the impact of funding received to support disadvantaged pupils. The attendance and achievement of this group of pupils continues to improve, demonstrating the success of leaders' work.

p.4

Inclusion Expected standard

Where required, leaders commission the use of alternative provision effectively. They ensure that placements meet pupils’ needs and best interests.

p.4

Leadership and governance Expected standard

New leaders have quickly developed an accurate understanding of the strengths and areas for development of the school. They are well supported by the local advocate board, and the trust, to drive improvements forwards. Leaders are willing to make difficult decisions in the best interests of children. They adapt swiftly to the changing needs of pupils and their families.

p.4

Leadership and governance Expected standard

Those responsible for governance fulfil their statutory duties. They challenge leaders appropriately against ambitious targets for school improvement. The school's progress is regularly reviewed so that any adjustments to support can be made.

p.4

Leadership and governance Expected standard

Professional learning for staff is tailored to the needs of the school and individuals. Staff appreciate their 'Individual Aspiration Plan' (IAP) which supports their ongoing growth whilst also focusing on whole school priorities. Leaders ensure that staff workload is always considered when decisions are made. The trust has created a ‘culture deck’ which outlines their commitment to staff at the school in supporting their wellbeing. Staff are positive about leaders' actions to support them in maintaining a healthy work life balance.

p.4

Leadership and governance Expected standard

Early career teachers receive structured support through their induction arrangements alongside an additional programme provided by the trust. They are enjoying their role and feel well looked after.

p.4

Leadership and governance Expected standard

Typically, leaders build constructive relationships with parents and carers. The majority of parents are positive about their child’s experience at the school and would recommend it to others. They appreciate the increasing opportunities to come into school to find out more about their child's learning. The effective links with other organisations and the wider community are a strength of the school.

p.4

Personal development and wellbeing Expected standard

The personal development programme is carefully planned and enables pupils to build age appropriate knowledge of important issues and the world around them. Leaders ensure that as well as covering the statutory requirements such as healthy relationships, pupils also explore character traits such as compassion.

p.4

Personal development and wellbeing Expected standard

Pupils are developing their understanding of protected characteristics, fundamental British values and cultural diversity in modern Britain. Leaders create opportunities for pupils to learn about them in the context of their own lives. For example, they develop knowledge of democracy through voting systems in school. Pupils are confident in their knowledge of online safety, particularly not sharing personal information and how to avoid scams.

p.4

Personal development and wellbeing Expected standard

Leaders provide opportunities for pupils to contribute positively to the local community through projects and events, including recognised successes such as 'Cary in Bloom' and local carnival achievements. Pupils also spend time in local care homes building relationships with the residents and at the local memory café which supports people with dementia. These experiences strengthen pupils' sense of belonging as part of a community that extends beyond the school gates.

p.5

Personal development and wellbeing Expected standard

Leaders ensure there is a broad extra-curricular offer which is accessible to all pupils. This includes numerous sporting clubs, with football and dodgeball being particular favourites. Pupils can also enjoy choir, art club and gardening. Members of the community lead the gardening club and work alongside pupils to teach them how to successfully grow a range of plants. Pupils also develop their teamwork and competitiveness from participating in trust wide events such as the 'ACE Olympics' and musical theatre shows. Leaders have formed a strong collaboration with the local secondary school. Pupils visit regularly to engage in different activities which helps them to feel ready for their transition to secondary.

p.5

Personal development and wellbeing Expected standard

Pupils who face any barriers to their wellbeing receive effective pastoral and family support. This helps to improve their mental health and readiness to learn.

p.5

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

Pupils enjoy a busy and rewarding school life at Castle Cary Primary. They benefit from learning a rich curriculum which supports them to develop their thinking and curiosity. On the whole, lessons are well taught and enable pupils to build their knowledge of different subjects successfully over time. As a result, pupils, including those with special educational needs and/or disabilities and those that are disadvantaged, achieve well at each stage of their education from Reception to Year 6. This is reflected in published outcomes which are in line with national and continue to improve further.

p.5

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

Pupils feel safe in school. If they have any particular barriers to their learning or wellbeing, leaders ensure they receive the necessary support so that these are reduced. Pupils build trusting relationships with adults who they say they can talk to with any concerns. Typically, pupils behave well and form positive relationships with their peers. Older pupils demonstrate how to follow the school rules of being 'respectful, responsible, and a role model'. One pupil commented that 'it is our job to set the standard when younger pupils join.' Children in the early years learn to take turns and share. Incidents of bullying are rare. If they do happen, leaders act quickly to investigate and ensure that they do not reoccur.

p.5

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

Generally, pupils attend school regularly. Leaders work hard to support pupils to improve their attendance if it drops by working collaboratively with families. However, some disadvantaged pupils continue to miss school too often.

p.5

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

Pupils can apply for a range of leadership roles known as the ‘Cary Coins’. These include being digital leaders, 'waste warriors', house captains, and class ambassadors. They take great pride in fulfilling these roles and make a positive contribution to school life. For

p.5

Team inspectors:

Ross Newman, Ofsted Inspector Richard Vaughan, Ofsted Inspector example, they have re-designed a school classroom, regularly litter pick, and support younger pupils in lunchtime games.

p.6

Next steps

Leaders should ensure that teachers consistently make highly effective choices about how to deliver the curriculum, so that learning behaviours are embedded and any gaps in pupils’ knowledge are identified and closed quickly. Leaders should continue to build on the improvements in attendance for disadvantaged pupils so that they attend regularly and benefit fully from the school’s offer.

p.6

About this inspection

This school is part of Academies For Character And Excellence (ACE), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Nick Hind, and overseen by a board of trustees, chaired by Philip Mantell.

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 29 to 30 September 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, deputy headteacher and the special educational needs and disabilities coordinator. Inspectors also spoke with teaching staff, support staff, the chair of the trust board, and members of the local advocate board.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This was the first inspection of the school since it became an academy in December 2023.

p.6

About this inspection

The school currently uses two unregistered alternative provisions.

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.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 29 September 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. National average: 26.5%

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.9

(provisional)

2024/25 (final) 68% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

(provisional)

2024/25 (final) 74% 75% 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

national average

2024/25 (final) 71% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

(provisional)

2024/25 (final) 77% 74% Close to average

p.10

(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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.11

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.12

(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

p.12

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.13

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

(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

p.14

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.14

national average

2025/26 (1 term) 5.0% 5.1% 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

2025/26 (1 term) 17.3% 14.4% Close to average

p.14

Exceptional

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

p.15

Strong standard

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

p.15

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.15

Needs attention

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

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

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.

p.15

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 . 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.16