Norton Hill Primary School

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About Norton Hill Primary School

Name Norton Hill Primary School
Ofsted Inspections
Mrs Kerrie-Anne Courtier
Address Silver Street, Midsomer Norton, BA3 2UD
Phone Number 01761205630
Phase Academy
Type Free schools
Age Range 2-11
Religious Character None
Gender Mixed
Number of Pupils 156
Local Authority Bath and North East Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Norton Hill is a school where everyone thrives.

The quality of education pupils receive is exceptional. Pupils are curious, independent thinkers with a thirst for learning. As a result, they progress extremely well through the curriculum.

Staff know pupils and their families well. Parents and carers value the opportunities they have to share their child's learning through the 'learn with me' and 'starbooks' reading cafe sessions. Parents, without exception, would recommend the school to others.

Inclusion sits at the heart of the school. Leaders ensure that the school's values enable pupils to understand the importance of treating everyone fairly, equally and ...with respect. Pupils are highly tolerant of those with different needs and beliefs.

They benefit from a wealth of experiences on offer to them, such as listening to visiting scientists, historians and musicians. As a result, pupils develop a deep understanding of the world as a diverse, exciting place.

Pupils' behaviour is exemplary.

They meet leaders' high expectations and follow school routines well. Pupils across the school show high levels of maturity. They actively seek out ways to make positive changes to their community, such as writing letters to their local politician to improve road safety for children in the area.

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

There are no limits to what pupils can achieve at Norton Hill. Leaders and staff have a clear vision and are relentless in their pursuit of excellence. As the school has grown, leaders have ensured that an outstanding quality of education is provided.

They have created a curriculum that is designed exceptionally well. This starts in the Nursery Year, where strong foundations set the scene for future learning. The clear focus on language enables children to deepen their knowledge from a young age.

Staff benefit from the high-quality support and training they receive. This ensures that they have the subject expertise to teach the planned curriculum effectively. Teachers understand how their lessons build on what pupils have learned in the past and what they will learn next.

Pupils learn exceptionally well across the curriculum. They confidently recall what they have learned before and use this to make connections to their current learning. For example, they are able to explain the differences between the monarchy of William the Conqueror and the constitutional monarchy of King Charles III.

Leaders put reading at the very heart of the school's work. Staff and pupils share a love of reading. Teachers ensure that pupils read a wide range of texts.

Children begin learning phonics as soon as they start school. They learn and remember their new sounds well. All staff benefit from training to teach phonics and reading effectively.

If pupils fall behind, they receive the support they need to enable them to catch up quickly. As pupils move through the school, they read with increasing fluency and accuracy.

Leaders are highly aspirational for pupils with special educational needs and/or disabilities (SEND).

They expertly identify pupils' needs. Teachers adapt learning to ensure that these pupils understand and remember the important knowledge they need. Leaders liaise well with specialist staff, such as speech and language therapists, to provide timely support.

Leaders work closely with parents to ensure there is a common understanding of their child's provision. As a result, all pupils with SEND learn the same ambitious curriculum as their peers.

Pupils display exemplary attitudes towards their learning.

They show high levels of respect to adults and to one another. Staff ensure that the pastoral care that pupils receive is of a high quality. Pupils learn how to talk about and manage their emotions well.

Leaders provide pupils with wide-ranging and exciting opportunities to develop personally and which align to the school's values. Pupils have a strong understanding of right and wrong. They know why fundamental British values, such as democracy, are important.

Pupils develop their character by becoming librarians or members of the school council. They say this helps them to improve their school.

Trustees and governors act with the utmost integrity.

They ensure that this vision is lived out for all members of the school community. Governors know the school's strengths and robustly hold leaders to account for their actions. Staff are proud to work at the school.

They value the support and training they receive to develop their subject expertise. Staff appreciate how leaders are considerate of their workload and well-being.


The arrangements for safeguarding are effective.

Pupils are safe. They trust staff to help them when they feel worried. The curriculum supports pupils to keep themselves safe from an early age.

Pupils develop their understanding about the dangers of playing online, road safety and how to keep their bodies private. Pupils recognise the importance of this.

Leaders ensure that all staff can identify risks of harm.

They check records and identify any potential concerns quickly. Leaders work well with professionals and other agencies to ensure that vulnerable pupils and their families receive the help they need. Leaders make the right safeguarding checks during recruitment.

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