Nunney First School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Since the academy conversion in 2016, leaders and managers in the school and across the trust have taken effective action to secure the necessary improvements. As a result, this is now a good school. The headteacher is uncompromising in her vision to get the best for every pupil.

Her ambition is shared by like-minded leaders and staff. Consequently, pupils are well prepared for the next stage in their education, including at the end of the early years. Leadership responsibilities are well distributed among the school team.

Teachers, including the special educational needs coordinator (SENCo), fulfil their leadership roles admirably. This ...ensures that pupils achieve well, including those who are disadvantaged. The trust provides additional capacity through the effective challenge of others, such as the school improvement partner (SIP) and quality assurance partner (QAP).

As a result, leaders are held firmly to account for continued improvement. Teachers know the pupils well. They use information successfully, to plan work that meets pupils' needs.

However, a few of the most able pupils are not routinely challenged to attain the highest standards, particularly in writing. Teachers and other adults have positive relationships with the pupils. This forms the basis for effective teaching and learning, as well as for the safeguarding and care of pupils.

Teachers mostly have high expectations of pupils, resulting in good achievement. However, there are occasions when teachers do not insist on pupils producing well-presented work or meeting desirable standards of handwriting. The teaching of phonics is strong.

This enables pupils to get off to a flying start in their early reading development. The curriculum provides high-quality opportunities for pupils' social, moral, spiritual and cultural development. As a result, pupils' attitudes towards each other and their behaviour are outstanding.

In a few subjects, particularly humanities, science and languages, the curriculum design does not ensure the most effective sequencing of key skills and knowledge. Teachers do not consistently ensure that pupils' errors in spelling, punctuation and grammar are identified or tackled quickly enough. This occasionally leads to pupils not producing written work to the standards of which they are capable.

Information about this school

Nunney First academy is much smaller than the average-sized primary school. It consists of two classes. The Reception Year is taught alongside Year 1 as part of Hedgehog Class.

Years 2–4 are taught separately in Otter Class. The predecessor school was judged to be inadequate and require special measures in April 2015. Subsequently, the school received an academy order.

It was then sponsored by The Bath and Mendip Partnership Trust, commencing in June 2016. The headteacher works in the school for two days a week. At other times, she works as a quality-assurance partner for the trust.

The majority of pupils in the school are White British. The proportion of pupils with SEND is above the national average. The proportion of pupils eligible for free school meals (FSM) is above the national average.

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