Coxley Primary School, located in Wells, Somerset, underwent an inspection on July 11 and 12, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and weakness identified. The quality of education was also deemed to require improvement, while behavior and attitudes, personal development, and early years provision were rated as good. Leadership and management were found to require improvement as well.
The school fosters warm and caring relationships between adults and pupils, contributing to a positive school environment where pupils enjoy attending. Leaders emphasize the development of pupils' character through the promotion of values such as respect and resilience, which pupils understand and appreciate. Classrooms are described as calm and purposeful, with a positive attitude towards learning evident among both pupils and staff. High expectations from leaders contribute to good behavior, with clear rules and routines helping pupils feel safe.
Despite these positive aspects, the curriculum is underdeveloped, and leaders have not effectively identified the essential knowledge that pupils need to learn. This gap results in pupils not achieving their full potential. While after-school clubs provide opportunities for pupils to explore their interests and talents, the core curriculum needs significant improvement. Some subjects have seen enhancements since the previous inspection, particularly in history and art, but many areas remain incomplete, and leaders have not implemented changes rigorously enough.
In subjects like English and mathematics, where the curriculum is more established, pupils demonstrate a secure understanding of their learning. The content is logically organized, allowing pupils to build on prior knowledge, including those with special educational needs and disabilities. Staff are adept at making necessary adaptations to support these pupils, ensuring they learn alongside their peers.
However, in less established curriculum areas, assessment practices are weak, leading to gaps in pupils' knowledge and understanding. Staff lack a clear understanding of how well pupils are learning in these subjects, which can result in misconceptions going unaddressed. The early years provision stands out as a strength, with a purposeful curriculum that prepares children well for Year 1. Reading is prioritized, and phonics teaching is tailored to meet pupils' needs, fostering early literacy skills.
Pupils benefit from a well-designed personal, social, and health education curriculum that equips them with important knowledge at appropriate stages. By Year 6, pupils have a deep understanding of British values and can relate these to their own experiences. They actively contribute to school life, taking on roles such as well-being ambassadors to support their peers.
Governors play a supportive role in the well-being of staff and the headteacher, but they lack a comprehensive understanding of the quality of education across the wider curriculum. This limits their ability to hold leaders accountable for improvements. Safeguarding arrangements are effective, with staff trained to recognize and respond to risks, ensuring pupils feel safe and supported.
To improve, leaders must identify the essential knowledge and skills for all subjects, ensuring a coherent curriculum that builds understanding over time. Strengthening assessment practices in subjects beyond English and mathematics is crucial for understanding pupils' learning progress. Additionally, governors need to develop a clearer oversight of educational quality to hold leaders accountable effectively. Overall, while Coxley Primary School has strengths, particularly in its early years provision and pupil well-being, significant work is needed to enhance the quality of education provided.
