|Name||Misterton Church of England First School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 October 2010|
|Address||Misterton, Crewkerne, Somerset, TA18 8LZ|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Percentage Free School Meals||8.7%|
|Pupils with SEN Support||2.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Misterton Church of England First School is much smaller than average, but is growing in size and this term has added a Reception class. Pupils are predominately from White British backgrounds and almost all speak English as their first language. The proportion of pupils with special educational needs and/or disabilities is very small; the largest group of these pupils has moderate learning difficulties. The school has new leadership arrangements. The new headteacher was appointed in September 2010 and divides her time between leading Misterton and another nearby school. The school has plans to federate with two other nearby primary schools.
Misterton Church of England First School provides its pupils with a good education. Effective leadership and management, with excellent involvement from the governing body, have ensured that recent changes in its organisation and leadership have not disturbed the good provision and progress of pupils. This is a safe school, where pupils are exceptionally well cared for. Adults’ very good knowledge of each pupil’s needs and good teaching together create an environment where pupils are happy and thrive. Pupils like school very much and the outcomes of the survey of those in Key Stage 2 were wholly positive. Parents are also content with the school, one commenting, ’I am very pleased with the teaching and support my child is receiving at Misterton School’. Lessons are enjoyable and pupils’ interest is maintained by the varied and challenging curriculum. Projects involving all ages working together are a notable feature and the curriculum benefits from developing liaisons with partner schools. The curriculum has a strong focus on the immediate locality but there are too few direct links with contrasting environments. Marking of pupils’ work is thorough but pupils’ targets are too generalised to be fully effective. Planning of lessons is most thorough and maintains a strong focus on learning, carefully emphasising at the end of each session the progress made and what comes next. These strengths mean pupils learn well and their attainment is rising. By the end of Years 2 and 4, attainment for all groups, including the few pupils with moderate learning difficulties, is above average. Given their starting points, this means pupils’ achievement is good. Due to an increase in its roll, the school has recently opened a third class, exclusively for Reception age children. The room is suitable but the outside area lacks stimulation and equipment. The area cannot function optimally as it has only one adult present much of the time. In consequence, progress is only satisfactory. However, efficient financial management, particularly by the governing body, has provided the funding for the planned improvements in provision intended for the Early Years Foundation Stage. The school has maintained the good attainment and provision noted in the previous inspection. Comprhensive changes to leadership have been accomplished with virtually no disturbance to the smooth management of the school, a great credit to the staff and the governing body. New leaders have quickly developed an accurate understanding of the school and have already initiated the drive for improvement in important areas, in particular, the Early Years Foundation Stage. Revised plans for the future are ambitious and pertinent and widely shared amongst staff. The school has a good capacity for sustained improvement.