St Margaret’s School in Tintinhull, Somerset, has been rated as good in its recent inspection conducted on 21 and 22 February 2023. The school demonstrates a strong commitment to its values of inclusion and collaboration, fostering a friendly and respectful environment among pupils. Students express a clear understanding of the importance of treating others well, reflecting the school’s ethos. Staff maintain high expectations for pupil behavior, teaching them to be trustworthy and responsible. As a result, pupils exhibit positive behavior and are eager to contribute to the school community.
In the classroom, pupils are attentive and enthusiastic learners, particularly those in early reading who show a genuine love for books. The school effectively supports pupils with special educational needs and disabilities, ensuring they learn alongside their peers. However, the curriculum in a few subjects lacks the precision and effectiveness seen in mathematics and English. Parents report that their children feel safe and happy at school, and while conflicts may arise among pupils, they are generally resolved amicably with adult support available when needed.
The school offers a variety of extracurricular activities, including sports and art clubs, providing pupils with meaningful opportunities to take on responsibilities. For instance, school councillors have collaborated with governors to influence the behavior policy. Leaders at St Margaret’s School have set high expectations for learning and have made significant strides in improving the curriculum design. Nonetheless, this work is ongoing, and further enhancements are necessary.
The English and mathematics curriculums are well-structured, allowing pupils to build their knowledge and skills progressively. Leaders have clearly defined the essential knowledge that all pupils must acquire, enabling teachers to plan effectively. Regular assessments help teachers gauge pupils’ understanding and readiness to progress. For example, dictation exercises are used to reinforce previously taught phonemes and spellings, aiding key stage one pupils in becoming fluent writers.
Reading instruction is prioritized, with early years pupils receiving a strong foundation. In the Nursery, children develop a love for books through engaging stories and play. The systematic approach to teaching phonics in Reception and Year 1 ensures that pupils learn sounds in a carefully planned sequence, fostering fluency in reading.
However, in some subjects, the curriculum redesign is incomplete, and essential knowledge has not yet been identified. This gap hinders pupils' ability to build their understanding effectively. Leaders must prioritize identifying and sequencing essential knowledge across all subjects to enhance learning outcomes. Additionally, assessment systems for foundation subjects need to be established to monitor pupils’ understanding and inform curriculum adjustments.
Pupils with special educational needs receive appropriate support, and staff are well-informed about their needs, ensuring they can access the full curriculum. Leaders regularly review the progress of these pupils to adapt learning as necessary.
The school promotes personal development effectively, teaching pupils about physical health, online safety, and fundamental British values. Young children participate in voting activities, while older pupils engage in electing representatives for the school council, fostering an understanding of democracy.
Governors play an active role in evaluating the school’s strengths and setting improvement priorities. They collaborate with leaders to plan changes and allocate resources effectively. Staff express pride in their work at the school, acknowledging the challenges of workload but feeling valued by leadership.
The safeguarding arrangements at St Margaret’s School are robust, with staff trained to recognize and respond to potential concerns. Pupils are aware of whom to approach for help, ensuring a supportive environment for all. Overall, while the school has made commendable progress, there are areas for further development to ensure all pupils achieve their full potential.
