Horningsham 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 Horningsham 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 Horningsham Primary School.

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

About Horningsham Primary School

Name Horningsham Primary School
Ofsted Inspections
Headteacher Miss Carole Andrews
Address Church Street, Horningsham, WARMINSTER, BA12 7LW
Phone Number 01985844342
Phase Primary
Type Community school
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 73
Local Authority Wiltshire
Highlights from Latest Inspection


Horningsham Primary School continues to be a good school.

What is it like to attend this school?

Pupils enjoy coming to school and attend regularly. Pupils behave well and are kind to each other. Leaders have a high regard for the safeguarding of pupils.

They think carefully about the detail. The safe arrival and departure of pupils is one such example.

Leaders have very high expectations and pupils respect these.

Pupils engage enthusiastically with their learning and there are no low-level disruptions.

Everyone in this tightly knit school community works together in harmony. There is a purposeful, happy and productive buzz in the school from the start to... the end of the day.

Bullying is very rare. When, on occasions, pupils fall out with friends, leaders are quickly aware and take prompt action to address any concerns.

Pupils take on challenges to support others and invest time in good causes.

Pupils attend a range of after-school clubs to enrich their learning at the school, including board games, sports, choir, and topical Christmas crafts.

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

Leaders have put in place curriculum plans for every subject. Teachers' planning also takes into account the mixed-age classes with meticulous consideration.

Teachers have used assessment effectively in order to identify where pupils have fallen behind due to the impact of the COVID-19 pandemic. They have amended plans accordingly, and this has supported pupils' writing and their understanding of mathematics.

However, in a few subjects, there has not been enough consideration of which concepts are the most important for pupils to learn so that they are ready for their next steps.

Equally, pupils are not always clear about what they have learned before and how new learning will help in the future.Leaders have reinvigorated the teaching of reading for pupils and staff. Pupils have made a secure start in reading because of the strength of the teaching of phonics.

Weaker readers progress swiftly to more fluent reading as a result. Leaders think carefully about the books that teachers read to pupils to enhance vocabulary and wider knowledge. The selection of books available for older pupils is supported with clear guidance on which ones are most suitable, according to how well pupils read.

When pupils read together, they learn how to deepen their understanding of a writer's craft and meaning.

Disadvantaged pupils and those pupils with special educational needs (SEND) have their needs met effectively. Leaders involve them in the full range of schooling, including residential trips.

Teachers consider pupils' needs wisely. As a result, pupils with SEND and disadvantaged pupils are making progress in the different subjects alongside their peers.

Children in Reception follow school routines with ease thanks to the clear guidelines given by staff.

Their learning journey begins well. Staff and pupils are strong role models, which helps younger children to settle into learning rapidly. Children are gaining proficiency in many aspects of their development because of well-planned activities.

Older pupils play sensibly with younger pupils and show a responsible attitude towards them.

There is a very clear understanding of right and wrong within the school. Pupils develop a mature understanding of faith and culture.

This helps them to value diversity. Pupils reflect on who they are and where they fit in. They gain awareness of society locally, nationally and internationally.

Pupils speak with confidence about their knowledge in these fields.

Pupils have many opportunities to take on responsibility within the school. They apply for some positions and leaders appoint them to others.

Consequently, every pupil, including those who are shy about putting themselves forward, knows that rewards come in a variety of ways. Every Year 6 pupil holds a leadership position. They receive training in leadership skills to manage this task effectively.

Teachers appreciate the empathy shown by leaders and governors about workload issues. When deciding on strategies to support pupils' learning, leaders are mindful of the impact on staff. The transparent and valuable communication from the headteacher ensures that teachers give of their best for pupils every day.


The arrangements for safeguarding are effective. Recruitment checks are secure and up to date.

Staff have received training on the latest aspects of 'Keeping children safe in education 2021'.

Leaders have considered ways to respond age-appropriately to Ofsted's review of sexual abuse, such as through online safety and developing pupils' understanding of healthy relationships. Leaders work with external agencies to ensure the safety of the most vulnerable pupils.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, leaders have not mapped the content and sequencing of the curriculum with enough consideration.

Consequently, it is not clear precisely what pupils should know and when. Leaders need to review the curriculum in these subjects so that pupils build on prior learning effectively and deepen their understanding of subjects.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the second section 8 inspection since we judged the school to be good in September 2011.

Also at this postcode
PH Sports - Horningsham Primary School

  Compare to
nearby schools