West Huntspill Primary Academy

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About West Huntspill Primary Academy

Name West Huntspill Primary Academy
Website https://www.huntspillfederation.co.uk/
Ofsted Inspections
Mrs Emma Barker
Address New Road, West Huntspill, Highbridge, TA9 3QE
Phone Number 01278783842
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 116
Local Authority Somerset
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy to come to West Huntspill Primary Academy.

They enjoy school because it is a fun place to learn. Adults have high expectations of pupils' behaviour. Clear routines are in place.

Most pupils need few reminders to follow them. Pupils say behaviour has improved. They show positive attitudes to learning and play well together.

Relationships between pupils and adults are positive. This means pupils trust adults to keep them safe. Pupils know adults will help if they have any concerns.

The school has implemented a new approach to improving attendance. This work is having a positive impact on how often pupils attend school.

Pupils ...value having responsibilities within the school such as play leaders and parliament leaders.

They enjoy a range of after-school clubs. These include gardening, mindfulness, dance and multi-sports.

Most parents would recommend the school to other parents.

They say the school communicates well with them and addresses any concerns they may have. The school provides curriculum information sessions and a reading café for parents. This supports parents in knowing how to read at home with their child.

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

The school has thought carefully about the curriculum that pupils need to learn. It has identified the small steps of knowledge that pupils need to build over time. Clear guidance means teachers know what to teach and when.

In lessons, teachers model what they want pupils to learn. Classroom displays help pupils recall previous learning. Teachers support pupils to broaden their language, and pupils are beginning to use accurate vocabulary.

Teachers use assessment to make sure pupils deepen their knowledge and understanding.

In some subjects, the curriculum is relatively new and has not been fully implemented. This means pupils do not yet build their knowledge well enough over time.

This is reflected in historic published outcomes. The school has refined the curriculum so that pupils can better recall what they have learned and build their knowledge. For example, in writing, pupils now have more opportunities to develop their writing skills and vocabulary.

In mathematics, the school has included more opportunities for pupils to reason and solve problems.

The school is ambitious for what all pupils can achieve. The school supports pupils with special educational needs and/or disabilities to learn the same curriculum as their peers.

Adult help and resources support pupils to access learning. When pupils need more support, the school gives them extra help so they can keep up with their peers.

Pupils learn to read as soon as they start school.

They build their phonics knowledge well. Adults use regular assessment to check pupils' learning. The books that pupils read match the sounds they know.

Adults support pupils to read and understand stories. The texts that pupils and teachers read help pupils to develop their understanding of the wider world. Teachers read to their classes with enthusiasm.

Pupils enjoy listening to the stories that adults read to them.

The early years foundation stage curriculum supports children to build their knowledge in preparation for Year 1. The school has recently refined the Nursery curriculum which means children are better prepared to start school.

Provision inside and outside supports children to develop knowledge well across the curriculum. For example, children practise early mathematics by sorting shapes. Children have opportunities to write letters and post them in the class postbox.

The personal, social and health education curriculum supports pupils to keep themselves safe. They learn about growing up and being healthy. The school organises wider opportunities for pupils.

Paralympic athletes have shared with pupils their achievements and careers advisers have talked to pupils about future employment. In the school parliament, older pupils support younger pupils to discuss real-life issues. For example, they discuss why it is important to wear a life jacket when in deep water.

They encourage younger pupils to share their views and practise speaking and listening.

Pupils enjoy trips such as a visit to the Clifton Suspension Bridge. They learned about the engineering challenges overcome by Isambard Kingdom Brunel.

This helped them to understand why he is a significant local historical figure. Pupils can explain differences between world religions. Pupils say adults treat them fairly.

They have some understanding that people should treat everyone the same. The school is supporting pupils to deepen their understanding of tolerance and respect.


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 is new and not yet implemented effectively. Pupils do not build their knowledge well in these subjects. The trust needs to ensure that the curriculum for these subjects is fully implemented so that pupils know more and remember more.

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