Combe CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils and staff are proud to be members of their kind, happy and welcoming school. Leaders encourage pupils to embody the school's values of 'community, compassion and wisdom'. Pupils enjoy an interesting range of after-school clubs.

These include outdoor learning, sporting, creative and musical activities.

Leaders and staff have high expectations of pupils' learning and behaviour. Children in early years take care of their environment and each other.

They rejoice in talking about their ideas and are curious about the world around them. Incidents of bullying are rare, and pupils feel safe. Pupils know that staff are always on hand to help them sort out any c...oncerns or upsets quickly.

Pupils form strong friendships. They learn to take responsibility for themselves and others. Pupils make positive contributions in school and to the local community.

For instance, they write letters to elderly residents, organise stalls at the school fete and look after the school allotment.

Parents appreciate the care and support that leaders and staff provide. As one parent commented, 'Our children are thriving.

The dedicated staff team strive to create a wonderful learning environment for our children.'

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

Leaders' work to bring about important improvements in the school's curriculum has been successful. They have rightly prioritised learning to read and built a strong personal, social and emotional development programme.

They have high ambitions and are clear that every pupil, including pupils with special educational needs and/or disabilities (SEND), should leave full of self-confidence and ready for the next stage of their education.

Pupils follow a rich, well-crafted curriculum. It provides teachers with information on the order in which pupils should learn and remember important knowledge and vocabulary.

In most subjects, clear end points are set out and understood by staff. However, in a few subjects and areas of learning, the key knowledge that pupils are intended to learn is not thought through carefully enough. This means that some pupils do not learn as well as they could.

Leaders' work to address this is effective and starting to make a difference.

In the early years and subjects such as mathematics and history, teachers check carefully what pupils know and remember. Teachers use this information well and adapt learning to help pupils catch up quickly.

Leaders identify pupils with SEND accurately. They ensure that staff know the needs of these pupils and how to address these. For instance, teachers skilfully adjust activities to help pupils with SEND learn alongside their peers.

Leaders ensure that pupils who require more specialist support have access to the appropriate external professionals.

Right from the start, children in Reception class begin to learn phonics. Staff in the early years and key stage 1 are well trained to deliver the school's phonics programme.

They ensure that the books pupils read help them practise the sounds that they learn in lessons. As a result, the youngest children learn their sounds well and older pupils continue to confidently build their knowledge and skills through key stage 1. Leaders have identified that staff do not support pupils' learning of phonics as effectively in key stage 2.

Consequently, some of the weakest readers in the older year groups do not learn to read fluently and confidently as quickly as they could.

Pupils behave well in class and around school. They are motivated in lessons and demonstrate positive attitudes to their work.

There is rarely any disruption to learning. When moving around the school and in the playground, all pupils, including those in early years, show great self-discipline.

Leaders have created a fully inclusive culture where pupils embrace difference and value everyone equally.

As one pupil said, 'Everyone matters in our school, we are one big family and no one gets left out.' Leaders make sure that pupils discuss, debate and understand a broad range of topics. For example, pupils talk maturely and knowledgeably about healthy relationships.

They learn to care about the school and local environment, talking expertly about how to help reduce pollution in a local river. They benefit from a broad range of visits and visitors. Older pupils take their leadership roles seriously and are proud to be school counsellors or house captains.

Governors work with and challenge school leaders effectively. They visit the school regularly. This helps them to make wise decisions about the use of school resources to improve the quality of education.

Staff appreciate the care taken by leaders to support them with their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure all staff are well trained to identify and refer safeguarding concerns.

Consequently, staff are knowledgeable and alert to the slightest signs that could indicate that a pupil may be at risk. Leaders respond to concerns in a timely fashion. They work well with external agencies to ensure that pupils are safe and have the help they need.

Leaders carry out rigorous checks on staff who work in school.

Pupils know how to keep safe, including when online. Pupils learn about healthy relationships and how to look after their safety and welfare.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Curriculum thinking in a few subjects and areas of learning is still being refined. Where it is weaker, pupils do not learn as well as they could. Leaders must ensure that this work is completed and that all staff understand the important knowledge that pupils should learn and remember over time.

• The school's approach to early reading in key stage 2 is not well embedded. This means that some of the weakest readers in the older year groups do not learn to read confidently and fluently. Leaders need to ensure that staff who teach pupils to read in key stage 2 are well trained and have the knowledge to support pupils effectively.