Norton-sub-Hamdon Church of England Primary School, located in Somerset, underwent an inspection on December 6 and 7, 2022. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education and early years provision. However, the behavior and attitudes of pupils, as well as their personal development, were rated as good. The school previously received a good rating in its last inspection in May 2017.
Pupils at Norton-sub-Hamdon demonstrate enthusiasm for their learning and embody the school’s values of community, respect, aspiration, compassion, endurance, and thankfulness. Despite this positive engagement, school leaders recognize that the curriculum quality is insufficient and have begun to address this issue with urgency. Many subjects are still in the early stages of development, and teachers are inconsistent in their implementation of the curriculum, which limits the depth of learning for pupils.
Behavior in the school is commendable, with pupils showing respect and support for one another, particularly through a buddy system where older students assist younger ones. Pupils feel safe and report that bullying is rare, with staff effectively addressing any concerns. The school offers a variety of extracurricular activities, including cooking, chess, gardening, and football, which contribute to a well-rounded educational experience. Pupils also engage in musical activities and performances, such as the Nativity play, which help build their confidence.
While leaders are ambitious for their pupils, the implementation of a high-quality curriculum has not progressed quickly enough. Improvements in subjects other than early reading and mathematics are recent, leading to gaps in teachers' knowledge about effective teaching methods, particularly in the early years. This results in pupils not acquiring knowledge as swiftly as they should. In the early years, activities do not always align closely with the curriculum, causing children to switch between tasks without purpose, hindering their knowledge development.
Leaders have prioritized phonics, introducing a systematic approach that enables pupils to learn to read effectively. Staff training has enhanced subject knowledge, allowing teachers to support pupils, including those who may be falling behind. Adaptations are made for pupils with special educational needs to ensure they receive appropriate support.
The school promotes a love of reading through initiatives such as a new reward system and engaging storytime sessions. Pupils express enthusiasm for reading and discuss their favorite authors and genres. In mathematics, a well-established teaching approach helps pupils retain knowledge through regular recaps and assessments.
However, the same level of assessment and clarity is not present across all subjects. Leaders have not established clear procedures for assessing pupil progress, leading to uncertainty among teachers regarding when pupils are ready for more complex tasks. This can result in older pupils engaging in reading activities that do not challenge them adequately.
Leaders are committed to fostering pupils' personal development through planned assemblies that address spirituality and promote understanding of various religions, preparing them for life in modern Britain. Leadership roles for pupils, such as sports captains, are encouraged, and initiatives like the eco club promote community involvement.
Governors acknowledge the need for more rigorous accountability of school leaders. They have begun to conduct thorough checks on the school’s operations but recognize that further work is necessary to enhance the curriculum.
The safeguarding arrangements at the school are effective, with staff receiving regular training to identify and address risks to pupils. Leaders ensure robust recruitment procedures and appropriate checks on visitors. Pupils are educated on online safety and other safety measures through various programs.
To improve, the school must ensure that teachers are well-equipped to teach all subjects effectively and utilize assessment strategies to monitor pupil progress. Leaders, including governors, need to review the curriculum's implementation to evaluate pupil learning outcomes comprehensively.
