St Aldhelms Church SchoolOfsted report card, 22 Sept 2026

St Aldhelms Church School

Address: Chelynch Park, Shepton Mallet, Somerset, BA4 4PL Unique reference number (URN): 150030

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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

Pupils are well prepared as they move on to the next stage of their education. Children have the foundational knowledge and skills that prepares them for key stage 1. In published outcomes, pupils achieve in line with national benchmarks, and above in some measures, such as the multiplication check at the end of Year 4.

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Achievement Expected standard

Pupils who face barriers to their learning achieve well from their starting points. They achieve as well, and sometimes better, than their peers. The progression pupils make through the curriculum is evident through their work, and the floor books, which capture pupils’ learning over time.

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Achievement Expected standard

Recent changes to teaching early writing have led to greater coherence. Occasionally pupils move on in their learning without fully embedding a basic skill well enough, such as letter formation or number reversal. Leaders check for gaps to make sure that pupils have the basic core knowledge needed to be successful.

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Attendance and behaviour Expected standard

Pupils attend well. Over time, pupils’ attendance to school has been close to national averages. Robust work by leaders to tracking and supporting pupil attendance has seen that rise positively and above national. Pupils who are disadvantaged and pupils with special educational needs and/or disabilities attend well. Leaders work closely with pupils, parents and carers to understand the things that hinder good attendance and punctuality. They quickly identify actions and work to help those that need it to attend well. Parents understand and appreciate the importance of attending well and support for families is sometimes a community collaboration.

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Attendance and behaviour Expected standard

Positive relationships with staff and with one another help pupils to make positive decisions. They behave well. Pupils have a well-embedded experience of belonging. Bullying is unusual. When pupils need help to manage friendships, they know staff will help them. Any discriminatory behaviour is rare. If it should happen, leaders help pupils to understand why it is not appropriate. Pupils are considerate of others. Routines and clear expectations help pupils to learn well. Lessons are calm and pupils are positive in their attitudes to learning.

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Curriculum and teaching Expected standard

Leaders' recent work to improve the planned curriculum means it is well-sequenced, broad and coherent. Staff are clear about the subject knowledge they teach and the skills they want pupils to know well. A team approach to planning foundation subjects supports teachers in their work. Leaders have clearly identified the strengths and the areas for development across the curriculum.

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Curriculum and teaching Expected standard

Structured professional learning further develops staff expertise in teaching the curriculum. A trust-wide approach supports this work well. Typically, the curriculum is well taught. Teachers demonstrate the learning clearly so that pupils move to practising skills with independence. A focus on adapting the learning based on what pupils need is bringing greater consistency across the curriculum. The precise actions to support pupils with special educational needs and/or disabilities help teachers to make appropriate adaptations in the classroom.

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Curriculum and teaching Expected standard

In reception class, children learn the phonics sounds well. Most pupils are secure in their sounds at the end of Year 1. Pupils are supported to develop their early reading skills and to read fluently. Older pupils enjoy reading and can talk about a wide range of texts.

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Early years Expected standard

Children in the reception class quickly learn the routines and transitions that prepares them for reception and their eventual progression through school.

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Early years Expected standard

The early years provision is gradually growing to embed nursery provision with 3 year-olds currently in attendance. Leaders are well prepared for these changes. Statutory training and a robust plan supports this work. Planning for younger children has been well considered to ensure the nursery provides thoughtfully for their development.

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Early years Expected standard

Leaders plan a well sequenced curriculum which helps children to acquire the knowledge and skills they need incrementally. Leaders design a wide range of learning activities to develop motor skills, introduce number facts and to develop language acquisition. Conversations and interactions between staff and children focus on growing vocabulary and meaning.

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Early years Expected standard

Children have settled quickly into their new school and engage well with the range of activities. They follow the routines in place and enjoy the provision. Leaders work closely with families and with the provisions children were in previously to help the transition to school. This helps staff to quickly get to know the children and understand the areas they need to develop. Children learn to share and take turns. They play happily together as they learn these skills.

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Inclusion Expected standard

The number of pupils with barriers to learning or to their wellbeing are relatively low. However, leaders are alert to the changing needs of the pupils who join the school and to the emerging needs as pupils progress through school. They identify and respond promptly.

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Inclusion Expected standard

The pupil premium funding appropriately supports leaders' work to make sure disadvantaged pupils receive the help they need across all aspects of school life. With a focus on their learning, disadvantaged pupils perform as well as their non-disadvantaged peers.

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Inclusion Expected standard

Leaders are highly effective in their work to support pupils with special educational needs and/or disabilities (SEND). They work diligently with parents, carers and external professionals to identify pertinent actions that support pupils with SEND well. They review their work carefully and act quickly to reflect changes in need. Leaders look to replicate the thoroughness of this work across all aspects of the school's approach to inclusion. More recently, there have been increasing numbers of pupils joining the school who speak English as an additional language. Leaders identify the language skills of the pupils and provide appropriate support. They work closely with families to ensure pupils have a warm integration to the school. Leaders quickly get to understand the needs of the pupils.

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Inclusion Expected standard

Leaders select the use of alternative provision with care and work with parents and professionals to ensure it is effective.

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Leadership and governance Expected standard

The school has been through a period of development and change. Leaders have taken timely and thorough action to bring about improvements at the school. They have clarity about the strengths of the school and the areas to prioritise next. They plan with pupils at the centre of their decisions. In recent times, there have been some changes as leaders move on from their roles. Leaders ensure there has been sustainability during these transitions so that school improvement work has continued.

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Leadership and governance Expected standard

The trust and the trust local committee provide coherent and well-assured governance. They provide effective support and challenge to leaders about their work. Local committee members have a well-informed oversight of safeguarding, and of the school’s work to support the most vulnerable pupils.

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Leadership and governance Expected standard

Leaders make sure that plans for professional learning develops and furthers staff expertise. Built on educational research, it prioritises the needs of the school. This supports staff to embed their practice and to grow professionally. Staff have managed a period of change at the school, and leaders remain mindful of staff wellbeing when planning the school’s next steps.

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Leadership and governance Expected standard

Leaders share a well understood vision for the school and are clear about the next steps needed to improve the school further. Staff and parents report positively about the school and the experiences of the children.

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Personal development and wellbeing Expected standard

Leaders’ create their plans for the personal development of pupils through the school values of belief, aspiration and advocacy. This underpins pupils' learning about life beyond school. They have a wide knowledge of world religions and are considerate of different beliefs and views. Pupils develop a secure knowledge of fundamental British Values, and respect for others.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is well implemented. Pupils enjoy their learning, debating and reflecting on relevant topics. Pupils experience this learning more widely across the curriculum, such as safety in the community and the risks of being online. Pupils demonstrate a good knowledge as a result. The relationships and sex education, and health education curriculums make sure pupils learn how to look after themselves and keep healthy, physically and looking after their emotions. Leaders make sure pupils learn about different families, managing friendships and puberty in an age-appropriate way. The school makes sure there are a range of clubs and trips for pupils to enjoy and try new interests. Leaders seek to broaden this over time. They make sure clubs and trips are accessible to all. The breakfast provision and after school care provides engaging activities and opportunities for pupils. Trips enhance the curriculum and the school make the most of

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Personal development and wellbeing Expected standard

Pupils contribute to school life through pupil leadership, such as older pupils contributing to collective worship. An advocacy pupil group led a project to create a wellbeing area in the school. Pupils benefit from using this space.

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Personal development and wellbeing Expected standard

Staff know pupils very well. When pupils are worried, they share their concerns with staff and know they will be helped. When pupils’ needs are greater, experienced staff provide the support they need.

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

Pupils feel happy and safe at St Aldhelms. Staff warmly welcome them to school. Older pupils play with children in reception, helping them to quickly integrate into their new school. Relationships between staff and pupils are nurturing. As a result, when pupils have concerns, staff listen and respond.

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

The values of belief, aspiration and advocacy are threaded throughout the work of the school. Pupils know how their school values encourage them in all they do. Pupils enjoy their learning. The school’s work to ensure the curriculum is well sequenced supports pupils to build their knowledge. In published outcomes, they achieve well. The curriculum equips them with the knowledge and skills they need for the next stages of their education. Pupils who have special educational needs and/or disabilities are especially well supported. Timely support ensures the quick removing of barriers to learning when pupils need it.

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

During social times, pupils make the most of the different areas of play, whether it is playing sports, imaginative play in the shepherd’s hut or making ‘hot chocolate’ in the mud kitchen. Bullying is rare and staff support pupils to manage friendships when they need help. Pupils attend school very well. They enjoy seeing their friends and being a part of the St Aldhelm’s community.

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

Planned clubs and trips provide pupils with a broad range of experiences. Leaders make sure their plans are inclusive. These support the learning of the curriculum and the personal development of pupils. For example, an external arts project provides Year 1 pupils with creative experiences beyond school and pupils are taught to swim. The school has increased the sporting opportunities and ensure all pupils can experience them.

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Next steps

Leaders should check that pupils secure their foundational knowledge well, especially basic writing skills and number facts, before moving on to new learning, so that pupils build the skills they need robustly.

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Team inspectors:

Phil Minns, Ofsted Inspector Alistair Wilson, Ofsted Inspector Leaders should make sure that teaching strategies systematically check and respond to what pupils know, are well embedded and used with greater consistency across the whole curriculum, so that all pupils continue to progress well from their starting points.

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About this inspection

This school is part of Bath and Wells Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Nikki Edwards, and overseen by a board of trustees, chaired by Beverley Hobbs.

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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

This inspection took place on 22 and 23 September 2026.

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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 the executive headteacher, senior leaders and school staff. An inspector met with the chair of trustees and the chair of the trust local committee.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is registered as having a Church of England religious character. It is in the Diocese of Baths and Wells. Its last section 48 inspection was 7 March 2024.

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About this inspection

The school currently uses three unregistered alternative providers.

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About this inspection

The school also, under the same registration, runs a nursery provision, ‘Little Lambs’, for 2- and 3-year-olds. The nursery is due to open for 2-year-old children shortly.

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About this inspection

The executive headteacher took up his role in January 2024 when the school joined the trust. The head of school, Leah Sheppard, commenced her role September 2026, following the previous leader moving to a leadership role in another trust school.

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Facts and figures used on inspection

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

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 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. National average: 26.5%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

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

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

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

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 77% 75% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 73% 74% Close to average

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Disadvantaged pupils' performance

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

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 59% ‘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) 5.7% 5.2% Close to average

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national average

2023/24 (3 term) 5.4% 5.5% 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) 9.6% 13.0% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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