Knights Templar Community Church School & Nursery

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 Knights Templar Community Church School & Nursery.

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 Knights Templar Community Church School & Nursery.

To see all our data you need to click the blue button at the bottom of this page to view Knights Templar Community Church School & Nursery on our interactive map.

About Knights Templar Community Church School & Nursery


Name Knights Templar Community Church School & Nursery
Website http://www.knightstemplarfirst.co.uk
Inspections
Ofsted Inspections
Headteacher Mrs Laura Weaver
Address Liddymore Road, Watchet, TA23 0EX
Phone Number 01984634385
Phase Primary
Type Voluntary aided school
Age Range 4-9
Religious Character Church of England/Methodist
Gender Mixed
Number of Pupils 187
Local Authority Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this welcoming and inclusive school. Staff build nurturing relationships with pupils. There are many opportunities for pupils to have a say in decisions that are made about the school.

Pupils are proud to hold leadership roles. Their views are listened to and they play a part in improving the school.

The school has thought carefully about what it wants pupils to learn.

Pupils, including those with special educational needs and/or disabilities (SEND), enjoy learning the ambitious and varied curriculum. Pupils take pride in their work and achieve well.

Pupils live out the school values of 'hope, love, commitment, respect an...d belonging'.

They know how these values guide and support them to make kind and respectful choices. Pupils typically behave well. Older pupils act as role models to younger pupils around school.

Pupils learn how to keep themselves safe in the school, online and in their community. They have trusted adults they can go to if they have any worries. Pupils are happy and positive learners.

They care about their school community and support each other with respect, kindness and inclusivity. Parents and carers are overwhelmingly positive about the school.

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

Leaders, including governors, have addressed previous shortcomings in the school successfully.

They secure a strong start for children in the early years. This, alongside its ambitious curriculum and targeted implementation, is ensuring that all pupils achieve well. Throughout the drive for improvements, the school has looked after people well.

This has resulted in well-trained, happy staff who focus skilfully on effective teaching and support for pupils.

Children in early years make a strong start. Routines and behaviours are established quickly.

Children benefit from planned adult activities and child-led opportunities to further their learning. Children form strong relationships with their designated key worker. Adults use the information they gain from checking children's learning regularly to ensure all children achieve well.

As a result, children are well prepared for Year 1.

The school has established an ambitious curriculum. It has identified the key knowledge pupils should learn.

Teachers check pupils' understanding. Mostly, activities are designed thoughtfully to help all pupils to build knowledge, which they do well. However, there are some inconsistencies in the way some subjects are taught.

The school is making refinements to what needs to be learned in some non-core subjects. Activities do not enable all pupils to achieve as well as they could. In these subjects, teachers do not identify and remedy gaps in pupils' knowledge effectively.

The provision for pupils with SEND is a considerable strength of the school. In line with the inclusive ethos, pupils with SEND learn the same curriculum as their peers. The staff are well trained, which means they confidently identify and support pupils with a wide range of needs.

Parents express their appreciation for the support provided by the school.

Previously, outcomes in phonics screening checks were below those of pupils nationally. The school has addressed this successfully to improve the impact of the early reading curriculum.

Staff teach phonics with precision and consistency. Children in the Nursery Year are introduced to the sounds and vocabulary that will support them to become confident readers. They enjoy regularly sharing stories and rhymes.

This sets them up well for learning phonics from the start of the Reception Year. Pupils read books that match the sounds they know. Those pupils who need additional help to learn to read receive this swiftly.

Most older pupils read with accuracy and independence.

The personal development programme is a strength of the school. For example, pupils learn how to play safely with others and develop their independence.

Pupils learn about the diverse world they live in, which helps them to appreciate different beliefs and cultures. They know how to keep healthy. Pupils are encouraged to develop their talents and skills, for example through musical opportunities, as eco warriors and prefects.

From the youngest age, there are high expectations of children's behaviour. In the early years, children sustain focus on playing, talking and learning. They share and care for each other.

Pupils have a very positive attitude to school. Lessons are calm and orderly. Older pupils are courteous and kind to each other.

Pupils do not worry about bullying.

The school has established effective strategies to improve pupils' attendance. For example, it provides helpful and timely support for families when pupils do not attend well.

This has resulted in pupils attending school regularly and arriving on time.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, the school has not developed effective assessment.

Teachers are less adept at spotting and then resolving pupils' misconceptions. Some pupils develop gaps in their knowledge as a result. The school should ensure that assessment is used effectively in order to check pupils' learning so that teachers can rectify misconceptions quickly and effectively.

• The school is refining the implementation of the non-core curriculum. Currently, learning activities do not enable all pupils to achieve as well as they could. The school needs to ensure that purposeful activities match the aims of the curriculum so that all pupils build knowledge consistently well.

Also at this postcode
Knights Templar Community Church School and Nursery

  Compare to
nearby schools