Kilmersdon Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The vision of 'belong, believe, succeed' demonstrates the school's ambition for the pupils of Kilmersdon to do well.

The school recognises that there is work to do to improve the curriculum. It has taken steps to rapidly improve the early reading curriculum. This is having the desired impact on pupils.

Pupils are now reading confidently. However, there is more to do in other subjects. This is to ensure the curriculum is taught as leaders intend so that pupils develop their knowledge well across all subjects.

Pupils develop a strong sense of belonging within this vibrant school community. They play an active role in events, such as creating a lemonade stand to... raise money for worthy causes. Pupils care for one another and listen attentively to the views of others.

They behave well during lessons and at social times. Warm relationships between staff and pupils mean pupils feel safe at school.

Pupils benefit from a range of opportunities to enhance their experiences.

For example, they visited Whatley quarry to learn about fossils. Book club, yoga and the songbirds choir are on offer to pupils to broaden their interests. Pupils take part in competitions, for example in cross country and dance.

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

The school has improved the reading curriculum through pupils being taught by well trained staff. Staff precisely follow the school's chosen scheme. Pupils read books containing the sounds they are confident with.

Any gaps in knowledge are quickly identified and filled because of the robust system of assessment. Because of this, pupils become fluent readers. The school has broadened the literature available for pupils to help them discover and enjoy a variety of books.

In some subjects, the curriculum is well planned from the early years. For example, in design and technology, the school has considered with precision what pupils should learn by the end of each year. This learning is revisited so pupils can effectively recall what they have learned.

For example, pupils can explain how to build electrical circuits with components. Although this is so, in some subjects, the school has not specified the most important knowledge it wants pupils to learn and remember. This means this knowledge is not revisited regularly.

Consequently, pupils, including those with special educational needs and/or disabilities (SEND), do not remember their learning well in these subjects.

Where subjects have the important knowledge clearly set out, such as in design and technology, this knowledge is revisited. Furthermore, gaps in knowledge that are identified are quickly filled.

However, where assessment is used less well, gaps in knowledge are identified but these gaps are not addressed quickly. As a result, pupils repeat the same mistakes. They do not build their knowledge securely.

In some subjects, leaders have accurate oversight of how well pupils are learning the curriculum. In these subjects, pupils are developing their knowledge well. However, in other subjects, leaders do not have a full understanding of how well the curriculum is being implemented.

On occasion, there are examples where leaders have an accurate understanding of the development of their subject. However, they have had limited opportunities to address the variability they have found.

Children get off to a good start in the early years.

Vocabulary is central to the curriculum. Children develop their understanding of feelings. They are encouraged to think about how their actions affect others.

Activities support the intended learning, such as the immersion of pupils into the story of 'The Very Hungry Caterpillar.' For example, children develop fine motor skills through drawing the caterpillar with pastels. They learn about the origins of minibeasts by locating them on a map of the world.

Children leave early years well prepared for Year 1.

Pupils are well prepared for life in modern Britain. They demonstrate a strong understanding of what fundamental British values, such as individual liberty, mean to them.

Pupils take their leadership roles seriously. For example, wellbeing ambassadors organised a pyjama and hot chocolate day. Pupils show their care for the environment by litter picking.

Pupils know the 'golden rules' well. They rise to these behaviour expectations. Pupils have positive attitudes towards their learning and enjoy school.

Although attendance is slightly below national levels, the school analyses reasons for this. Leaders support pupils so their attendance improves.

Governors have taken steps to better hold leaders to account for the quality of education.

However, leaders and governors know that they need assurances that pupils are learning the intended curriculum. Staff appreciate the importance placed on their wellbeing during this period of change.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the curriculum does not specify the most important knowledge pupils need to know and remember at each stage. This means pupils struggle to remember their learning. The school should refine the curriculum to make clear precisely what pupils need to know and remember.

• Pupils' gaps in learning are not always addressed well. This means pupils develop larger gaps in knowledge and they can repeat the same mistakes. The school must ensure that assessment is used well to identify and address any gaps in pupils' learning.

The school's oversight of how well the curriculum is being taught and its impact is not secure. This means there is variability in how well the curriculum is being implemented and how well pupils are learning. The school must ensure there is better oversight of how well pupils are learning the curriculum across all subjects so they can act where improvements are needed.