Langford Budville Church of England Primary School, located in Somerset, has undergone significant changes in leadership and staffing since joining the Moorland Federation. The school is now in a more stable position, with leaders and staff committed to ensuring the success of all pupils. The curriculum has been enhanced to set high expectations for students, and this effort is beginning to positively impact the quality of education. However, it is still early in the process, and pupils have not yet fully developed their knowledge across the curriculum.
The school fosters an inclusive environment where all students feel safe and welcomed. High-quality pastoral support is a key aspect of the school's approach, exemplified by the presence of well-loved dogs, Sid and Marley, who contribute to the supportive atmosphere. The school plays an active role in the community, with pupils engaging in projects such as creating bug hotels and bird boxes. Additionally, a café in the village hall allows students to showcase their work, further integrating the school into the local community.
Pupils' personal development is a notable strength, with meaningful visits enhancing their learning experiences. For instance, trips to Paignton Zoo enrich science education. The school has made strides in designing its curriculum, identifying essential knowledge for pupils to learn and remember across subjects. The curriculum is intended to be sequenced progressively, promoting knowledge building. However, the implementation of this curriculum is still in its early stages, and some teachers are not adhering closely enough to the intended curriculum. Consequently, some pupils struggle to build their knowledge securely, particularly those with special educational needs and disabilities.
Staff receive support to improve their teaching practices, particularly in mathematics, where the focus has been on vocabulary instruction. While some subjects benefit from effective questioning techniques to address misconceptions, others lack precise assessment methods to identify what pupils know and remember. This gap can lead to unknown deficiencies in knowledge, hindering deeper understanding.
Reading is a priority for the school, with efforts made to expose pupils to a diverse range of texts that promote understanding of different genres and diversity. A termly reading café encourages families to engage with books together. A new phonics curriculum is in place to support early reading development, and staff receive training to enhance their expertise. However, some pupils do not receive the individualized support necessary to catch up, resulting in gaps in their phonics knowledge that affect their overall reading skills.
To maintain a calm and orderly environment, the school has established clear routines and expectations for pupils. Staff prioritize building positive relationships with students, fostering a nurturing atmosphere conducive to learning. Additional support is available for pupils who may struggle with behavior management, and the school collaborates with families to improve attendance.
Pupils are encouraged to develop beyond academics, learning about sustainability through activities like collecting their annual Christmas tree. They also explore broader concepts of identity and belonging through literature. The school teaches health and safety, addressing issues such as smoking and alcohol use.
Governors possess an accurate understanding of the school's strengths and areas for improvement, working alongside leaders to identify priorities for further development. The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. Overall, while the school has made progress, there are areas that require attention to ensure all pupils receive the quality education they deserve.
