Dulverton Junior School, located in Somerset, underwent an inspection on November 30 and December 1, 2022, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes were deemed Good. Personal development and leadership and management were both rated as Requires Improvement. The school previously held a Good rating in its last inspection in March 2017.
Pupils express enjoyment in attending Dulverton Junior School, which promotes values such as thankfulness, compassion, courage, forgiveness, friendship, and respect. These values are integrated into the school culture, and pupils engage in character-building activities outside the classroom, including rock climbing and raft building. However, the school has faced challenges, including changes in leadership and curriculum, which have negatively impacted the quality of education. Although leaders have introduced a more coherent curriculum, its implementation is still in the early stages.
The behaviour policy has been simplified, leading to improved understanding among staff and pupils. Most pupils exhibit good behaviour in class and during social times, collaborating effectively in group activities. Staff manage the behaviour of a small number of pupils who do not meet expectations well, and pupils feel confident that adults will address any instances of bullying.
Parents generally hold positive views about the school, appreciating improved communication from leaders. However, they seek more clarity regarding the school's future direction. The turbulence in leadership has resulted in mixed messages about the curriculum, contributing to a decline in educational quality since the last inspection. Current leaders have halted this decline and, with support from the local authority, have identified the school's strengths and weaknesses. They are aware of staff workload and consider it in their development plans.
Leaders have prioritized urgent issues, and the quality of education is beginning to improve. Governors actively challenge leaders to maintain this upward trend. However, some subject leaders lack insight into the implementation of the wider curriculum, leaving weaknesses in certain subjects unaddressed. Leaders have planned a sequenced and ambitious curriculum, focusing on expanding pupils' knowledge of the world beyond Dulverton. Nonetheless, the inconsistent implementation of the curriculum means that some teachers do not adhere to the agreed content, hindering pupils' ability to build knowledge over time.
Leaders aim to raise expectations for pupil learning. The reading curriculum emphasizes high-quality texts, enhancing pupils' understanding of challenging literature. However, in some subjects, teachers do not adequately consider pupils' existing knowledge, resulting in tasks that are often too easy. Many pupils enter the school with gaps in phonics knowledge, but the implementation of a phonics program has helped them catch up rapidly.
The school fosters an inclusive environment, effectively supporting pupils with special educational needs and disabilities. Leaders are developing a more cohesive personal development curriculum, promoting spiritual awareness and leadership skills among pupils. However, there is a need for deeper knowledge of other faiths and cultures, and while progress has been made, further work is required.
Safeguarding arrangements are effective, with regular training for staff and timely reporting of concerns. Leaders collaborate with multi-agency services to support families in need. Pupils are educated on online safety and local dangers, such as stranger danger.
To improve, the school must ensure that teachers enact the curriculum as intended, enabling pupils to learn the identified knowledge. Assessment practices need enhancement to better match tasks to pupils' abilities. The personal development curriculum requires further development to ensure pupils gain a comprehensive understanding of diverse faiths and cultures in modern Britain.
