Curry Mallet Church of England Primary School in Somerset underwent an inspection on October 8 and 9, 2024, and received a Good rating across all key areas, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. The school had previously been rated as Outstanding in its last inspection in March 2014 and was exempt from routine inspections until November 2020 due to this high rating. Since September 2024, schools have not been assigned an overall effectiveness grade.
Pupils at Curry Mallet feel safe and happy, with staff providing a caring environment that begins in the early years. Routines are established early, helping children, including those as young as two in the pre-school, to adapt quickly. The school maintains high expectations for all pupils, including those with special educational needs and disabilities. By the end of key stage two, students achieve well in national tests and are well-prepared for their next educational steps.
The school has a robust personal development program rooted in its Christian ethos. Moral discussions during assemblies and fundraising activities foster a sense of community and compassion among pupils. Educational trips to museums and art galleries enhance the curriculum, while extracurricular activities like art and nature clubs allow students to explore their interests.
Communication with parents has improved recently, fostering a stronger connection between families and the school. The school is currently navigating a transition period with changes in key roles and a reduction in pre-school hours. Despite these challenges, the dedicated staff has ensured that the quality of education remains high, focusing on student learning and well-being.
The curriculum is detailed and ambitious, ensuring that teachers understand what pupils should learn and when. However, the pre-school curriculum has not fully adapted to recent changes, leading to some gaps in clarity regarding children's prior knowledge and learning progression. Staff need to better understand how learning develops to ensure children build on their previous experiences effectively.
Teachers implement the curriculum well, explaining concepts clearly and encouraging pupils to use key vocabulary. This approach has resulted in strong learning outcomes across most subjects, including for pupils with complex needs. The school is proud of its support for these students, with skilled staff making necessary adaptations to help them thrive.
However, in some subjects, the school lacks effective systems to check long-term knowledge retention, which can lead to unaddressed gaps in understanding. This affects some pupils' ability to build on prior learning and achieve the depth of knowledge intended by the curriculum.
Reading is prioritized from the start, with staff sharing a variety of books to promote a love of reading. Trained staff provide strong phonics instruction, helping pupils become confident readers. In key stage two, students learn to comprehend increasingly complex texts.
Pupils demonstrate positive attitudes towards school, with older students interacting well with younger peers. The school promotes understanding of diversity and online safety, equipping pupils with the knowledge to navigate these issues responsibly.
The governing body effectively supports and challenges the school, monitoring attendance trends and conducting their own evaluations to understand the school's strengths and areas for improvement. They have played a crucial role in managing transitions during a period of significant change.
The school has effective safeguarding arrangements in place, ensuring the safety and well-being of all pupils. To improve, the school needs to refine its early years curriculum to better connect with children's prior knowledge and establish systems for assessing knowledge retention across subjects. This will help address any gaps in learning and ensure all pupils are well-prepared for future educational challenges.
