Coombe Bissett Church of England Primary School was inspected on 19 and 20 April 2023, and the overall effectiveness was rated as requiring improvement. The quality of education also requires improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were found to require improvement. The school has experienced several changes in headship since the last inspection, which has affected the pace of improvement. Despite these challenges, leaders are ambitious for all pupils, and there are positive relationships between adults and pupils, contributing to a welcoming environment.
Pupils enjoy attending the school and feel safe, knowing that adults will support them with any concerns. However, attendance remains an issue, with some pupils not attending regularly enough. Leaders have implemented systems to address this, but it is too early to measure their effectiveness. The school offers a variety of enriching experiences, including trips to local landmarks and extracurricular clubs, which pupils appreciate.
The interim headteacher has a clear understanding of the weaknesses in the quality of education. While some improvement efforts have begun, the impact is not yet evident. There are notable weaknesses in certain subjects, and leaders have not clearly identified the essential knowledge that pupils need to learn. This has resulted in gaps in pupils' knowledge and understanding. For instance, while pupils in key stage one recognize Florence Nightingale as a nurse, they lack a comprehensive understanding of her historical significance.
Reading is a priority at the school, and pupils engage with a range of texts. The systematic approach to teaching phonics supports early reading development, and staff monitor pupils' progress closely. In mathematics, the curriculum is well-structured, enabling pupils to build their knowledge effectively from an early age. However, the development of subjects within the wider curriculum is still in its infancy, with some subject leaders lacking the expertise to lead effectively. This has led to gaps in pupils' knowledge, particularly in music, where pupils have limited understanding of musical notation and composition.
Leaders have provided training to enhance teachers' assessment practices, but some subject leaders have not effectively monitored curriculum implementation or assessment effectiveness. Consequently, leaders lack a clear understanding of the gaps in pupils' knowledge. Despite these challenges, pupils demonstrate positive attitudes towards learning, and the school environment is calm and orderly.
Pupils' personal development is prioritized, with opportunities for leadership roles and a curriculum that promotes understanding of diversity and respect for others. Safeguarding arrangements are effective, with staff trained to identify and respond to potential risks. Pupils feel safe and are aware of how to keep themselves safe, including online.
To improve, leaders must identify the key knowledge that pupils should learn across all subjects, including in early years. Effective assessment systems need to be established to understand what pupils know and can do, allowing for targeted future learning. Additionally, subject leadership must be developed to ensure a coherent and effective curriculum is designed and implemented across all subjects. The school is currently led by an interim headteacher, and it is essential for leaders to address these areas to enhance the overall quality of education and ensure that all pupils can build their knowledge effectively over time.
