West Coker CofE VC Primary School

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About West Coker CofE VC Primary School

Name West Coker CofE VC Primary School
Website https://www.westcoker.somerset.sch.uk/
Ofsted Inspections
Headteacher Mr Philip Hyland
Address High Street, West Coker, Yeovil, BA22 9AS
Phone Number 01935862568
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 29
Local Authority Somerset
Highlights from Latest Inspection


There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

The next inspection will therefore be a graded inspection.

What is it like to attend this school?

Pupils at West Coker are kind and considerate. Staff care deeply about their well-being.

Pupils enjoy coming to school. They feel safe and well looked after. Pupils understand the difference between bullying and falling out.

They are confident that their teachers will quickly sort out any disagreements.
While the school has many strengths, pupils are not learning as well as they could. In some subjects, leaders are still developing the curriculum to meet the needs of all pupils, including those with special educational needs and/or disabilities (SEND).

Consequently, pupils have gaps in their knowledge and understanding.

Leaders set high expectations for behaviour. The atmosphere in school is calm and productive.

Pupils behave well in lessons. They enjoy the wide variety of subjects on offer.

Pupils talk enthusiastically about the range of opportunities they have, both inside and outside of lessons.

They are keen to participate in the various after-school clubs, and will readily put forward their own suggestions for possible activities. For example, leaders established a crochet and knitting club at the pupils' request.

Parents are positive about the school.

They appreciate the work that the school undertakes to ensure that pupils grow in confidence and self-belief.

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

The wider curriculum is less well developed than it is in English and mathematics. In some subjects, leaders have not broken down the essential knowledge into precise steps of learning for pupils in mixed-age classes.

The knowledge that teachers want pupils to know and remember is not always clear and sufficiently ordered towards planned end-points. As a result, some pupils do not remember what they have learned well enough and have gaps in what they should know. For example, in physical education, some pupils find it hard to recall the skills they have previously covered.

Leaders promote a love of reading. Teachers ensure that pupils get off to a strong start learning their letters and sounds. Leaders use rewards to encourage pupils to read widely and often.

They help parents to support their children at home with reading. Regular checks ensure that any pupil who falls behind has effective support to help them catch up. However, some pupils at an early stage of learning to read are not given books that match the sounds they know.

This limits their ability to read fluently.

The mathematics curriculum is well thought out. Teachers ensure that learning meets the needs of pupils in mixed-age classes.

Leaders have recently strengthened the mathematics curriculum by providing a coherent approach to the way mathematics is taught. As a result, pupils demonstrate a good recall of the facts, methods and strategies they have previously learned.

Teachers have the same ambitious end-points in learning for pupils with SEND.

However, some pupils' individual targets are not specific enough. Teachers do not always identify the exact steps pupils with SEND need to make in order to succeed. This means that some pupils struggle to develop their understanding and do not make the progress they are capable of.

Leaders provide pupils with many opportunities to support their personal development. In personal, social and health education, pupils gain useful knowledge in preparation for life in modern Britain. This helps them to stay safe online and maintain a healthy lifestyle.

The school's recent focus on developing pupils' resilience is paying off. Pupils concentrate well on their learning. Lessons are not disrupted by poor behaviour.

Governors know the school well. They have a clear vision and use regular visits to support and challenge leaders. Staff are proud to work at the school.

They feel well supported by leaders. Staff in the early stages of their career receive the guidance they need to develop their skills and expertise accordingly.

In discussion with the headteacher, the inspectors agreed that curriculum development, provision and target setting for pupils with SEND and ensuring that reading books match the sounds that pupils know may usefully serve as a focus for the next inspection.


The arrangements for safeguarding are effective.

Leaders ensure that keeping pupils safe is a top priority. They provide staff with up-to- date training that enables them to swiftly identify the potential signs of abuse.

Staff understand the school's procedures for recording and reporting their concerns. Leaders work closely with families and external agencies to ensure that pupils receive the right support as early as possible. Staff know pupils and their families well.

They are quick to notice any changes in pupils' behaviour. Leaders' checks on adults who join the school are undertaken with appropriate rigour.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's wider curriculum is not sufficiently well developed and sequenced to meet the needs of mixed-age classes.

As a result, pupils do not develop the same level of knowledge and understanding across the curriculum as they should. Leaders need to ensure that the important knowledge they want pupils to know is clearly identified and sequenced, so pupils know more and remember more over time. ? Individual targets do not identify exactly what pupils with SEND need to do to further progress with their learning.

This prevents pupils from building their knowledge securely over time. Leaders must ensure that pupils with SEND have targets that are matched more precisely to their needs. ? A minority of pupils who find learning to read difficult do not always have books that match the sounds that they have learned.

This hampers their ability to read fluently and with confidence. Leaders need to ensure that pupils who are learning to read have books that match the sounds that they know.


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

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

This is the second ungraded inspection since we judged the school to be good in February 2013.

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