Westonzoyland Community Primary School, located in Bridgwater, Somerset, has recently undergone an ungraded inspection on February 27 and 28, 2024. The overall judgement remains good, although evidence suggests that the school may not achieve the same rating if a graded inspection were conducted at this time. The next inspection is expected to be graded. Pupils at the school enjoy their time there, supported by a robust monitoring system that ensures good attendance. They develop positive relationships with adults, feeling safe and happy due to the presence of trusted staff who address their concerns.
Despite the positive environment, the quality of education has not effectively built pupils' knowledge across the curriculum. The school is still recovering from a poorly designed curriculum that has left gaps in pupils' understanding. Recent efforts to develop a well-structured curriculum are in the early stages, making it difficult to assess their impact. The school has successfully fostered positive attitudes towards learning, with pupils adhering to established rules and demonstrating respect for one another. The mantra of inclusivity is evident from the early years, where children learn essential social skills.
Since September, the school has introduced a variety of extracurricular clubs, which have been well-received by pupils and parents alike. These clubs, including football and computing, allow students to explore their interests and talents. However, the school has faced staffing challenges over the past year. The new headteacher has brought stability and ambition, but significant work remains to enhance the curriculum.
The school has prioritized reading and mathematics, with a curriculum that outlines the incremental steps necessary for pupils to build their knowledge. However, historical gaps in arithmetic and number skills in mathematics still need to be addressed. Reading is emphasized from the start, with a strong focus on language and communication development in preschool. Reception Year students begin learning to read immediately, supported by expert phonics instruction. Adaptations are made for pupils with special educational needs and disabilities, ensuring they can learn alongside their peers. The school quickly identifies pupils at risk of falling behind and provides additional support, fostering fluency and confidence in reading.
Despite these efforts, pupils have experienced a fragmented curriculum, leading to knowledge gaps in various subjects. The school is actively working to rectify this, but the key knowledge that pupils should acquire is not yet clearly defined. This lack of clarity hampers the development of a coherent knowledge base. Additionally, the implementation of the curriculum is inconsistent, with instances where resources and activities do not align with learning objectives, resulting in misconceptions.
Assessment practices in the wider curriculum are still developing, leaving the school without a clear understanding of pupils' knowledge gaps. This affects the sequential building of knowledge, particularly in subjects like science, where pupils struggle with fundamental concepts. High expectations for behavior and attitudes are evident, and pupils respond positively, engaging actively in their learning. They enjoy social interactions during playtime, contributing to a positive school atmosphere.
Pupils express a strong sense of equality and inclusivity at Westonzoyland, demonstrating an understanding of fundamental British values. They appreciate leadership opportunities provided by the school, feeling empowered to make a difference. The safeguarding arrangements in place are effective, ensuring a safe environment for all students. To improve, the school must clearly define the knowledge it wants pupils to learn and ensure that resources and activities align with these objectives. Additionally, developing effective assessment practices in foundation subjects is crucial for understanding and addressing knowledge gaps.
