Radstock Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, staff and parents describe their school as a happy, nurturing and welcoming community. Pupils are polite and respectful towards each other.

Teachers have high expectations of pupils' behaviour. Pupils say that incidents of bullying or harassment are few and far between. They are confident that if they have a problem, staff will sort things out straight away.

Leaders, staff and governors share a strong vision that pupils should learn how to make a positive difference to society. Older pupils talk knowledgeably about individual liberty and democracy. One pupil said, 'No one has a right to judge or tell others how to live their life.

We are all equally i...mportant.' Diversity and inclusion are celebrated. Pupils are well prepared for life in modern Britain.

Pupils, including the youngest children, learn about healthy relationships and how to look after their mental health. Pupils proudly take on responsibilities such as junior librarians, sports and play buddies, house captains and members of the proactive school council. Leaders provide pupils with a broad range of opportunities to develop their interests, such as after-school sports clubs, learning to play musical instruments and showcasing their talents at national and international competitions.

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

Leaders and governors have a clear vision about the education that they want to provide. The curriculum is broad and balanced and meets the needs of all pupils, including children in early years. Staff are adept at identifying pupils with special educational needs and/or disabilities and providing them with the help and resources they need to enable them to learn well.

Overall, the curriculum is interesting and well designed. Leaders have carefully planned the essential knowledge they want pupils to learn and the order in which they want them to learn it. They successfully link what children learn in the early years with the subjects taught in other year groups.

In subjects such as computing and physical education (PE), teachers make sure that pupils, and children in early years, build their knowledge well and use their ideas to help them do more. However, details of the content and order of the curriculum in history and geography are not planned as clearly and precisely. Leaders are taking action to address this.

In English and mathematics, teachers make sure that pupils regularly revisit what they have learned in previous lessons. For example, in mathematics, pupils readily use their prior knowledge of number and calculation to help them solve complex and challenging problems. In early years, children use their knowledge of numbers to help them confidently explore patterns and count from a given number.

Consequently, all pupils learn well in mathematics.

Pupils are confident and fluent readers. Children in Reception Year are introduced to phonics from the word go.

Staff use their expert training to deliver the school's phonics programme effectively. The books pupils read match the sounds they learn in lessons. When pupils fall behind, they receive efficient help to catch up.

Pupils enjoy listening to the stories their teachers read in class. There is a strong love of reading among staff and pupils.

The provision for pupils' personal development is shaped by the school's values.

These values, including ownership, determination, kindness and self-belief, are woven through lessons and assemblies. Pupils aim to put these values into practice. For example, they behave well and try hard in lessons.

They are also keen to help others by organising fundraising events for charities. Pupils also learn about their rights and responsibilities, both in school and beyond. For instance, they discuss the impact of litter on climate change, or bring joy to the community by singing in the local church.

Governors are reflective and measured in their work. They show an unfaltering commitment to pupils and staff. Governors know the school well and assure themselves that leaders' actions to develop a coherent and well-sequenced curriculum in all subjects are robust.

Teachers have great confidence in leaders. They recognise that leaders are mindful of their workload and well-being. Staff appreciate this.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding is a high priority. There are robust systems in place to keep pupils safe, and prompt action is taken when concerns are raised.

All staff are well trained and are alert to the possible risks. They understand and swiftly follow the process for reporting concerns. Governors regularly check and review the systems used to ensure appropriate adults work in school.

The curriculum provides opportunities for pupils to gain the knowledge and understanding to keep themselves safe when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not made sure that the curriculum in history and geography is sufficiently well sequenced. As a result, pupils do not learn as well as they could.

However, it is clear that leaders have already taken action to address this. Leaders are also considering what further training is required to help teachers become more expert at delivering the curriculum in history and geography. For this reason, the transitional arrangements have been applied.

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