St Nicholas C of E Primary School in Henstridge, Somerset, has been assessed as a good school, maintaining this status since its last graded inspection in January 2017. The recent ungraded inspection conducted on November 29, 2022, confirmed that while the school remains good, there are indications that a graded inspection might yield a lower rating. The next inspection is expected to be a graded one, reflecting the need for improvements in certain areas.
Pupils at St Nicholas express pride in their school, highlighting strong relationships with staff and a sense of safety. They feel confident that their concerns will be addressed by trusted adults. Parents appreciate the approachable and supportive nature of the staff. The leadership team has a clear vision for the school, but the curriculum lacks the necessary precision, which affects the quality of learning. Although pupils are aware of school rules and values, the current curriculum does not fully support their learning potential.
The school offers various extracurricular activities, allowing pupils to explore their interests in dance, sports, chess, and art. Participation in community events, such as the festival of lights, is encouraged. Behaviour among pupils is generally positive, with clear expectations set by staff. While bullying is reported to be rare, some parents have expressed dissatisfaction with how bullying concerns are handled.
Recent initiatives in teaching early reading and phonics have shown promise, helping younger pupils read more fluently. However, some staff lack a thorough understanding of the phonics program, which hampers effective support for struggling readers. Older pupils exhibit gaps in their phonics knowledge, and the school has yet to implement adequate support for them to catch up. The range of reading materials available for independent reading is also limited.
In mathematics, teachers effectively explain new concepts and check for understanding. Early years pupils learn essential number facts, but older pupils struggle with key number knowledge, hindering their overall learning. Opportunities for problem-solving practice are insufficient, which affects their grasp of the curriculum.
Leaders are beginning to define the knowledge and skills pupils should acquire across various subjects, but this information has not yet been fully communicated to teachers. Consequently, many pupils do not retain their learning effectively. Assessment practices are being improved to better understand pupils' knowledge and retention.
Support for pupils with special educational needs and disabilities (SEND) has become more consistent, with teachers making necessary adaptations in the classroom. However, some learning targets for these pupils are too broad, limiting their effectiveness.
The school prioritizes the social, emotional, and mental health of its pupils, with staff trained to assist them in understanding their emotions. Pupils engage thoughtfully in discussions about healthy relationships, and older students appreciate the resources provided to aid their learning in this area.
Staff feel respected and valued, with leaders considering their workload and well-being in decision-making. Governors are beginning to monitor the impact of leadership actions on pupil learning. Safeguarding arrangements are effective, with staff trained to identify and report concerns. However, there are some gaps in record-keeping that leaders are aware of and need to address.
Overall, while St Nicholas C of E Primary School demonstrates many strengths, there are areas requiring attention to ensure that all pupils receive the quality of education they deserve. The school must focus on refining its curriculum, enhancing staff training, and providing targeted support for struggling readers and pupils with SEND to improve learning outcomes.
