Somerford Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a school that puts pupils first.

Leaders have established a highly inclusive culture. Pupils are cared for and well looked after. All pupils, including those who are disadvantaged or those with special educational needs and/or disabilities (SEND), are helped to achieve and flourish.

Leaders have raised their expectations of staff and pupils. As a result, pupils are learning more. Some pupils are not where they should be because of previous underachievement, but the curriculum is helping them to catch up.

Attendance and behaviour have improved because leaders have high expectations. Staff across the school share the same values and use the same approac...h for managing behaviour. As a result, pupils 'know where they stand' and what is required of them.

Staff work well with parents and this has resulted in improved attendance.

Pupils are safe in this school. They report that bullying is rare, but when it does happen it is dealt with quickly and effectively.

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

Prior to the COVID-19 pandemic, leaders recognised that the school curriculum needed to be improved to demand more of pupils, so they achieve well. Leaders have thought carefully about what pupils need to learn. Consequently, curriculum planning is now more ambitious.

It is well-sequenced and identifies the knowledge pupils are expected to learn as they move up through the school. However, in some subjects, teachers have not identified well enough the gaps in pupils' prior learning. This means that sometimes new knowledge is laid on top of less secure foundations, which slows progress.

Leaders have successfully implemented an effective reading curriculum across the school. They have prioritised this work because they understand that being able to read is the gateway to success in the rest of the curriculum. Staff across the school consistently promote a love of reading and take every opportunity to develop reading skills.

For example, 'spine books' are at the heart of cross-curricular topics in every year group. Curriculum planning is built around these challenging, stimulating texts which pupils enjoy.

Reading is prioritised as soon as pupils enter the school.

In Reception, from day one, children start learning sounds and the letters they represent. This marks the beginning of the well-implemented phonics programme. Staff have been trained effectively to deliver the programme.

All staff use the same consistent approach to help pupils persevere and help themselves when practising their sounds and writing letters. Teachers monitor all pupils' progress closely, including those with SEND, to ensure they receive the teaching and support that promote rapid progress.Pupils study a broad curriculum.

Their work shows that they study interesting topics, linked to key texts. As a result, pupils, including those with SEND, enjoy their work and participate well in lessons. However, in some subjects, pupils are not able to talk about what they have learned using subject-specific vocabulary.

Children in Reception are given a strong start. The range of provision indoors and outside is used effectively to help children make rapid progress in their different areas of development. For example, the mud kitchen encourages children to develop motor skills through sensory play.

Pupils' engagement in lessons has helped to reduce low-level disruption. Pupils report that rewards such as star charts, golden time and celebration assemblies encourage good behaviour.

Pupils and staff respect each other.

School rules, stemming from the phrase 'Ready, Respectful, Safe', underpin this relationship. The school's wider curriculum helps pupils to become responsible, active citizens who contribute to their school community. For example, older pupils are given responsibilities such as head boy and girl, head librarian and house captain.

Pupils benefit from a wide variety of trips, experiences and speakers. However, the wide range of clubs previously available to pupils has not been reintroduced following COVID-19 restrictions.

Strong leadership has led to improvement in key areas.

Staff say that pupils come first in the school, that all are valued equally and that pupils now achieve more. Leaders invest in staff well-being and manage their workload effectively. As the curriculum has become more ambitious, however, some staff do not currently have the expertise to teach subjects such as computing effectively.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding leaders take their responsibilities seriously. They are vigilant and responsive.

Staff receive the necessary safeguarding training so they are confident to spot signs of abuse or neglect. They know that 'it could happen here'. All staff know how to use the online referral system, which is monitored effectively by leaders.

The referral system helps leaders to take appropriate action. When necessary, leaders cooperate well with outside agencies to get support for pupils who need it.

Appropriate checks are in place to ensure that staff are suitable to work with children.

The nominated governor for safeguarding oversees these checks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers have not identified gaps in pupils' prior learning precisely enough. As a result, pupils do not securely remember concepts they are taught because they lack the underpinning prior knowledge.

Teachers should use assessment to identify where pupils, particularly those in the upper years, have gaps in prior learning and adapt teaching to take account of what pupils know. This will enable pupils to make more rapid progress. ? Leaders are implementing a more ambitious curriculum.

However, in a few subjects, such as computing, staff do not yet have the expertise to teach the subject with complete confidence. This means that pupils do not learn as well as they could. Leaders should ensure that staff have the relevant knowledge and skills to teach across the curriculum.

• Pupils are not always able to talk about what they have learned using subject-specific vocabulary. This can hinder their understanding. Staff need to check that pupils are learning technical vocabulary in different subjects to help build their knowledge base.

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