Chewton Mendip Church of England VA Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils recognise that Chewton Mendip is a special place to be.

Parents and pupils appreciate everything the school does to enrich pupils' lives. For example, the school helps pupils to develop confidence through performances such as the school's nativity and 'Chewton's got talent'. The importance of the school's values of 'Kindness, respect, perseverance, responsibility, honesty and courage' are threaded through the curriculum and valued by the school community.

Pupils benefit from a well-planned curriculum. The school has high expectations of pupils. Most pupils rise to these.

However, on occasion, a few pupils can disrupt the learning of others. Although th...is is so, children in the early years settle quickly into school routines.

Pupils make use of the many leadership opportunities provided to them, such as the pupil voice team and wellbeing champions.

These pupils promote wellbeing through assembly discussions. They raise awareness about the ways pupils can look after themselves, for example through 'draw your breath' activities. Pupils say staff listen to them and help them.

This helps them feel safe. Pupils enjoy opportunities to work with the local community, such as the 'soup lunch' where they get to recite poetry and sing songs.

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

The new headteacher has maintained a sharp focus on the curriculum.

Leaders, together with governors, have ensured the curriculum is carefully sequenced with the knowledge the school wants pupils to learn. Pupils with special educational needs and/or disabilities (SEND) learn from the same curriculum. These pupils are well supported with bespoke strategies where appropriate.

Consequently, pupils progress well through the curriculum.

Some subjects, such as mathematics, are more developed than others. The school has monitored the teaching of the mathematics curriculum and has provided feedback to teachers.

This has been acted upon. Because of this, the curriculum is delivered well. Consequently, pupils remember their learning and talk knowledgeably about the content covered.

For example, they can explain how to multiply fractions with different denominators. Younger pupils can explain how place value helps them to solve addition and subtraction problems. In a minority of subjects, the monitoring of the curriculum is not as secure.

The implementation of the curriculum is not as effective in these subjects. Because of this, pupils find it more difficult to articulate their learning and remember it long term.

Children begin learning how to read as soon as they start school.

Staff are trained to teach the phonics programme well. Any pupils who need extra help receive it quickly. This helps pupils to keep up.

Staff in the early years pay particularly close attention to the way sounds are pronounced. Pupils increase in confidence in reading and achieve well. Links with poets and authors help to instil a love of reading.

Phonics is used to help pupils to learn to write the sounds they are reading. Staff provide personalised feedback on letter formation. This means any misconceptions are quickly addressed.

Children in the early years can write sentences independently and with the correct punctuation, such as 'The bus is red.'

Most pupils have positive attitudes to learning. Children in the early years use manners without prompting.

Pupils are proud of their achievements. However, sometimes, low-level disruption can occur. This is not always dealt with swiftly enough.

Consequently, learning can be disturbed. Although persistent absence for some groups of pupils is high, leaders analyse the root causes for absence and support families to find solutions.

Clubs such as art and coding nurture pupils' talents and interests well.

Cross country and hockey competitions help to encourage teamwork. Pupils articulately discuss the differences that exist between people. They have a clear understanding of equality.

Pupils know about the world beyond Chewton Mendip through their learning of other cultures and countries, such as Ghana and France.

Governors have taken steps to develop their effectiveness since the previous inspection. They now have an improved understanding of the curriculum and how well it is being taught.

Governors offer support and challenge to leaders. External advice has been sought by leaders and governors to further develop the curriculum.

The way in which leaders have engaged with the community during this period of change is a strength of this school.

Parents appreciate leaders' active engagement with them, for example, through coffee mornings. They recognise that these changes have resulted in their children benefiting from a broad and balanced education at Chewton Mendip.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasion, low level disruption is not addressed. This means the learning of other pupils is disturbed. The school should ensure that learning is allowed to continue without this disruption.

• There is not sufficient oversight of the teaching of a few subjects. Some pupils do not learn as well as they do in other subjects. The school needs to check how well the teaching of the curriculum is enabling pupils to learn the knowledge they need to know.

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