Enmore Church of England Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Enmore Church of England Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Enmore Church of England Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Enmore Church of England Primary School on our interactive map.

About Enmore Church of England Primary School

Name Enmore Church of England Primary School
Ofsted Inspections
Headteacher Mr Duncan MacRae
Address Enmore, Bridgwater, TA5 2DX
Phone Number 01278671370
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 145
Local Authority Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love learning at Enmore Primary School.

The rich curriculum enables them to flourish. The school's vision, 'Those who are taught here must go out and teach others,' informs the development of pupils' characters.

Pupils learn about the importance of empathy and helping others.

Older pupils support younger pupils, as seen, for example, through their roles as reading mentors. Pupils gain impressive leadership skills. For instance, pupils in the student council lead fundraising events for charities, such as 'Young Minds'.

Pupils value deeply the responsibility of their leadership roles. Sports leaders organise and lead games at lunch and breaktime...s, including the paralympic sport of boccia. House captains organise pupils during sports events.

Well-being ambassadors greet pupils at the gate every morning, helping to settle pupils into the day.

Pupils are very proud of their school. They are extremely well behaved and attend school regularly.

Children in Reception learn the routines of school very well. They are highly motivated to learn. Pupils state that bullying does not happen but that, if it did, they are confident that staff would resolve it immediately.

Pupils are trained as peer mediators and support pupils when rare friendship issues occur. Relationships are very strong. Pupils' emotional well-being is a priority.

Pupils feel valued, safe and well cared for.

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

Leadership is outstanding. Staff share leaders' relentless focus on ensuring that all pupils, including pupils with special educational needs and/or disabilities (SEND), receive an excellent education.

The curriculum is highly ambitious. Pupils learn a rich breadth of subjects in great depth. For example, in English, pupils' study of the novel, 'The Viewer' by Gary Crew, helps them to craft their writing skilfully.

In geography, pupils' knowledge of human and physical geography is enhanced through field trips to coastal, river, rural and urban landscapes. In art, pupils learn increasingly complex techniques. This enables them to explore their visual interpretations of the world.

In Reception, for example, children talk knowledgeably about colour when painting a still life. Pupils thrive in their learning.

Reading is a priority in all areas of the curriculum.

Children in Reception Year and pupils in key stage 1 learn to read very well. Through a meticulously planned programme, pupils learn about the link between sounds and letters. This enables them to become fluent readers who love reading.

They particularly love listening to their teachers reading stories to them. Children in Reception are immersed in a range of stories which helps them to develop strong language skills. Pupils' confidence in reading supports their writing development well.

Consequently, pupils' writing is of a very high quality.

Pupils with SEND receive outstanding support. Teaching supports pupils to learn successfully and with confidence.

For example, staff use talk particularly effectively to support pupils to learn new concepts. In Reception, children with SEND learn to read and write very well. Leaders have ensured that the school is fully inclusive, enabling pupils with SEND to flourish.

Children in Reception are enthused by learning. They are attentive and follow the routines of the school enthusiastically. This prepares them well for learning in key stage 1.

Leaders have prioritised children's language development throughout the early years curriculum. Through carefully planned teaching and the support of staff, children have many opportunities to develop their speech. For example, children 'read' and discuss books in the reading corner.

Children extend each other's imaginative perceptions of the world through talk. Children develop their physical and emotional well-being especially well. Children are very kind and helpful to each other.

They understand the importance of turn-taking and sharing.

Pupils readily take up opportunities which enhance the curriculum. For example, pupils relish reading books in the reading club.

Special visitors to the school put on dramatic performances linked to the curriculum. For example, pupils dressed up as ancient Egyptians and met with the historical figure, 'Howard Carter', during the inspection. Pupils visit Glastonbury Abbey, Bristol and the Isle of Wight to enrich their learning of subjects, as well as extend their understanding of the world.

The curriculum enables pupils to learn increasingly more complex concepts as they move through the school.

Governance is strong. Governors know the school very well.

They gather a raft of information with which they hold the headteacher to account. Staff are very proud to work at the school.


The arrangements for safeguarding are effective.

Leaders prioritise the safeguarding of pupils. They ensure that they receive timely and appropriate support when at risk of harm. Leaders work well with external agencies to ensure the safety of pupils.

They share information well with the designated officer at the local authority (LADO).

Staff receive relevant safeguarding training, alongside regular updates. Governors keep abreast of the latest guidance.

Leaders ensure that appropriate background checks are carried out on adults working at the school.

Pupils learn how to keep safe when on the internet. Pupils take a lead on this; raising awareness via the school's website of possible safeguarding risks to pupils when they are online.

  Compare to
nearby schools