Cutcombe Church of England First School

Highlights from Latest Inspection

Outcome

Cutcombe Church of England First School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils come to school happy and eager to learn. They talk confidently to members of staff if they are worried about anything.

Staff know pupils well, including the youngest children who attend the pre-school. Parents speak highly of the care and support that their children receive.

The school has high expectations of pupils' achievement.

Pupils live up to these. They enjoy the subjects they study and the opportunities that the school provides. For example, a trip to the Roman baths in Bath helped... pupils to extend their knowledge of ancient history.

It also developed their confidence of being in a city. The school has carefully planned a range of similar experiences in the local area and further afield. These develop pupils' character, resilience and wider knowledge.

Pupils behave well and have positive attitudes to learning. Older pupils are motivated to complete their work. Younger children are keen to get involved in activities and share their learning.

There are strong routines for how older pupils listen to each other and share their ideas. However, some routines are less well embedded with younger children. As a result, some children do not have opportunities to practise and develop their social skills, such as turn-taking.

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

Most pupils achieve well and are prepared for the next steps in their education. The curriculum is broad and well ordered. The school has identified the most important knowledge and skills that pupils should know and remember.

For instance, in history, pupils learn about the important contribution made by Florence Nightingale to hygiene in hospitals. In most subjects, teaching enables pupils to build their learning on what they already know and can do.

Most staff have the subject knowledge they need to implement the curriculum effectively.

Where this is the case, they also use assessment well to check pupils' understanding and correct any misconceptions. However, in some subjects, pupils do not consistently deepen their knowledge and skills. This is because some staff lack the subject expertise they need.

Sometimes teaching does not develop pupils' vocabulary strongly enough or identify gaps in their learning, for example.

Pupils are confident and enthusiastic readers. They start learning to read as soon as they join the Reception Year.

The books that children read initially match the sounds they are learning. Once they can read accurately, pupils read texts that develop their reading fluency. Pupils become avid writers and apply their knowledge of number competently.

This is because the school's curriculum effectively builds pupils' confidence and enjoyment of writing and solving mathematical problems.

The school identifies accurately the needs of pupils with special educational needs and/or disabilities. It assesses pupils' needs effectively and provides useful information to staff.

Consequently, staff typically adapt the curriculum well to meet pupils' needs.

The school maintains a sharp focus on pupils' attendance. When pupils and families require support, the school works tirelessly to help them.

The school's supportive approach helps to reduce pupils' absence. This means that pupils benefit from the ambitious curriculum and wider experiences the school provides.

Pupils are prepared well for life beyond school.

For example, they learn how to care for their physical and mental health. They know they should treat others with respect, regardless of their differences. The school teaches pupils how to keep themselves safe, off and online.

It invites visitors, such as a lifeguard and police officer, to speak with pupils. This helps pupils to learn about adults who can help them. The school's residential programme develops pupils' confidence away from home.

The school's 'Generation Exmoor' project helps pupils to learn about the natural world. Starting in the early years, children spend time outdoors, learning how to care for the environment. This develops their problem-solving and teamworking skills well.

Pupils learn how they can contribute to their local community. For example, they display artwork in a local church and raise funds for a local hospice. These opportunities help pupils learn how to become active citizens.

The school has taken the right steps to enhance the quality of education since the previous inspection. Governors share leaders' ambitious vision for pupils and ensure that statutory duties are fulfilled. Both are mindful of staff workload and understand the importance of effective professional development for staff.

Last academic year, the pre-school formally became part of the school. Some of the changes to strengthen the early years provision are in their infancy.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not always have the subject knowledge they need to implement the curriculum effectively. As a result, pupils do not deepen their knowledge and skills in all subjects. The school should ensure that staff have the expertise they need to teach the curriculum and assess pupils' learning precisely.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in February 2020.