Bathford Church School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this happy and inclusive school, where staff create a feeling of belonging successfully. Consequently, pupils attend regularly.

They know they can speak to any of the caring adults and be listened to.

Pupils aim to be the 'best they can be' in line with the school's vision. Pupils rise to the high expectations the school has of them.

They achieve well across a wide range of subjects. Pupils understand the school's values of 'grow, care, serve, share'. Typically, pupils have positive attitudes towards their learning and want to learn.

Pupils value having a meaningful voice at Bathford Church School. For example, pupils are given... the opportunity to make key decisions, such as to change the name of the school houses to reflect significant people who are important to them. Pupils are empowered to follow their interests.

For example, setting up and running their own chess club. Pupils relish the many opportunities on offer beyond the curriculum. Their favourites include story, dance and adventure club.

Pupils have an insightful understanding of equalities. They understand it is unfair to treat people differently just because they are not the same. As a result, pupils leave the school prepared for the wider world.

What does the school do well and what does it need to do better?

The school has designed an ambitious curriculum, that sets out what pupils should learn and in what order, starting from the early years. Teachers use regular recaps of prior learning to help pupils link previous knowledge to new learning. This means that pupils can talk about what they have learned.

For example, pupils recall what they know about fractions from a long time ago with confidence. Staff check how effectively the curriculum is taught and adjust the curriculum to suit what pupils need. Consequently, pupils learn the curriculum well.

Children learn to read as soon as they start school. They are taught by well-trained staff, who regularly check how securely pupils are learning the curriculum. Children's reading books match the sounds they are confident to read.

This helps them to develop fluency and a love for reading. This love is instilled through carefully chosen books. Older pupils enjoy the independence of being members of a mobile library.

Pupils with special educational needs and/or disabilities (SEND) learn the same curriculum as their peers. Their needs are identified quickly. Staff make useful adaptations to support them in lessons.

This helps them to learn the curriculum alongside their peers.

In many subjects, pupils build their knowledge well over time. This is because the school has made clear how subjects should be taught.

For example, staff teach important words in the early years to help children develop a sense of place and where they live. The curriculum sets out carefully the knowledge pupils need to learn to become proficient writers. However, some pupils' understanding of basic skills in writing is not secure.

This is because, on occasion, the teaching of letter formation has lacked precision. Some staff do not spot and address misconceptions as they arise and so pupils make repeated mistakes. This means some pupils are not fluent and confident in their writing skills.

They are not ready to move on to more complex writing activities.

Pupils understand the school's clear rules and routines. During social times, pupils play well together across year groups.

The school provides effective support for any pupils who struggle to manage their behaviour. It takes robust action to ensure it focuses on improving pupils' attendance. As a result, the rate of attendance has increased.

The school's approach to the wider development of pupils is excellent. Pupils benefit from an array of carefully selected rich experiences to develop their interests and knowledge of the curriculum. For example, pupils attend the local literature festival to further spark their love of reading.

They immerse themselves in history by spending a day as a child from the Victorian era. Pupils understand deeply the importance of fundamental British values, such as the rule of law. They make pertinent connections between different religions.

For example, pupils explain thoughtfully that most religions are ancient and usually have a higher power than humans. Pupils understand the difference they can have on the school community. For example, 'digital leaders' support computing lessons in younger year groups.

This has led to increased self-confidence.

Staff are proud to work at the school. They appreciate how leaders and the trust have considered their workload, alongside the work to develop the curriculum.

Those responsible for governance hold leaders to account diligently for the quality of education. Together, the school, trust and those responsible for governance are ambitious for every pupil to achieve their potential.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some staff do not identify and correct errors in pupils' writing and so these misconceptions can persist. As a result, some pupils' writing transcription knowledge is not securely embedded. The trust should ensure that all staff consistently address transcription misconceptions with pupils acting on feedback, so they can build fluency and precision in their writing.

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