Evercreech Church of England Primary School

Name Evercreech Church of England Primary School
Website http://www.evercreech.somerset.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 09 March 2016
Address Paradise Crescent, Evercreech, Shepton Mallet, Somerset, BA4 6EH
Phone Number 01749830447
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 169 (48% boys 52% girls)
Number of Pupils per Teacher 23.5
Local Authority Somerset
Percentage Free School Meals 18.3%
Percentage English is Not First Language 4.7%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

This is a smaller than average sized primary school. On 1 November 2014, Evercreech Church of England Primary and Lovington Church of England Primary Schools linked together to create the Fosse Federation. One governing body oversees the strategic direction and support to the executive headteacher, who provides the day-to-day leadership at both schools. From September 2015, the headteacher of Evercreech became the executive headteacher of The Fosse Federation of Schools and the leadership across both schools is shared with the assistant headteacher. The proportion of pupils known to be eligible for the pupil premium is below average (pupil premium is additional funding for those pupils who are known to be eligible for free school meals, and those who are looked after by the local authority). Most pupils are of White British heritage and the proportion of pupils from minority ethnic groups is broadly in line with the national average. The proportion of pupils who speak or are believed to speak English as an additional language is also broadly in line with the national average. The proportion of pupils who have special educational needs or disability is below the national average. The proportion identified for additional support through School Action Plus or with an education, health and care plan is just below average. In 2015 the school met the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school provides a daily breakfast and after-school club.

Summary of key findings for parents and pupils

This is a good school The executive headteacher, other leaders and the governing body have created a culture where all staff are encouraged to work together to improve outcomes for pupils. As a result, the school has improved well since its last inspection. Senior leaders have implemented a curriculum which motivates and engages pupils in their learning. They have ensured that teaching and outcomes are now good. Pupils of all abilities, including those who have special educational needs or disability, make good progress. Pupils are proud of their school. Their attendance is good and they value the support they receive. Teaching, learning and assessment are good, with teachers and teaching assistants using their strong subject knowledge effectively to develop pupils’ learning in a wide range of subjects. Children in the early years make good progress due to the good teaching they receive. They benefit from learning in an environment that is well suited to their needs. Pupils’ behaviour around school is good and they show positive attitudes to learning. These good attitudes contribute well to their spiritual, moral, and social development. Pupils say that they feel safe. Leaders have developed effective safeguarding practices and ensure that all staff follow them. It is not yet an outstanding school because : Leaders do not always rigorously evaluate the quality of teaching. As a result, there are variations in the level of challenge offered to pupils. Teachers’ expectations of writing are high in English, but not as high in other subjects. Handwriting is not taught consistently well in all classes. The curriculum is not sufficiently developing pupils’ understanding of the multicultural and multi-faith aspects of British values. There is inconsistency in teachers’ application of the school’s marking policy and as a result pupils are not always expected to correct their errors by responding to the guidance provided.