Ofsted conducted a monitoring inspection of West Chinnock Church of England Primary School on 13 and 14 September 2023, following its previous judgment that the school required special measures in October 2022. The purpose of this inspection was to assess the progress made since that time, rather than to evaluate the overall effectiveness of the school. The inspection involved discussions with the headteacher, governors, staff, and local authority representatives, as well as observations of lessons, scrutiny of pupils' work, and meetings with students.
The inspection found that while progress has been made, further work is necessary for the school to be removed from special measures. Significant changes in staffing and leadership have occurred, with a restructured leadership model that aligns responsibilities across the federation of schools. The school has identified key priorities for improvement, focusing on curriculum development, leadership, and early years education. Clear actions have been communicated to staff to facilitate these improvements.
Collaboration among leaders and staff has led to the planning of a curriculum that emphasizes essential knowledge for pupils. With external guidance, the school has developed a curriculum that meets the national curriculum's ambitions. Expectations for subject leadership have been reset, and staff have received training to support curriculum planning. However, there remains variability in the advancement of curriculum development across different subject areas.
The school is supporting teachers in enhancing their subject knowledge and understanding of the new curriculum, which is in its early stages of implementation. Staff have expressed positivity regarding the support they receive. Pupils are able to articulate their learning experiences and understand the relevance of what they are studying. Leaders are carefully considering the texts used in lessons and the key knowledge that pupils need to acquire. The school plans to monitor the implementation of the new curriculum and assess pupil learning outcomes.
In terms of special educational needs and disabilities, the school has established systems to support affected pupils, although there is still work to be done to ensure that all pupils experience the full curriculum. Some pupils lack clarity regarding their learning objectives and how the curriculum is adapted for them. The school has sought external assistance to enhance its English curriculum, resulting in a more ambitious and structured approach to reading. Pupils now have access to a wider range of diverse texts, and improvements in the reading curriculum have led to increased enjoyment of reading among students.
Investment in early years education has included an external review, leading to additional resources and staff training. Leaders are developing an early years curriculum that lays the foundational steps for children, with various learning activities and spaces being created. However, this implementation is still in progress, and further development of staff expertise in early years education is needed.
The governing body has undergone significant changes and has engaged in training to better understand its role in supporting school improvement. Governors are now more informed about the school's operations and are attentive to staff workload and well-being. They are also working diligently with a multi-academy trust to enhance the school's support network.
During the inspection, a serious safeguarding incident was noted, highlighting a lapse in procedures. The school is now collaborating with the local authority to ensure compliance with safeguarding policies. Overall, while the school has made strides in its improvement journey, ongoing efforts are required to ensure sustained progress and effectiveness.
