The Redstart Primary School in Chard, Somerset, was inspected on February 26-27, 2020, and received an overall effectiveness rating of good. The school has maintained a good quality of education, with positive behaviour and attitudes from pupils, personal development, and effective leadership and management. The early years provision is also rated as good. The previous inspection in March 2014 had awarded the school an outstanding grade, and the current judgment reflects changes in the inspection framework and the school’s circumstances over the past six years.
Pupils at Redstart Primary are articulate and well-mannered, supported by staff who encourage the development of positive attributes essential for their future. They achieve in line with national expectations, and school leaders aim to build on this success by leveraging the experience of staff and the positive attitudes of pupils. The school promotes six core values, fostering a culture of kindness and responsibility among students, who actively engage in caring for their school and community.
Bullying is reported as uncommon, with staff effectively helping pupils resolve minor conflicts and addressing more serious concerns. The school broadens pupils' perspectives through various initiatives, including welcoming international visitors and engaging in environmental projects. Forest school activities enhance teamwork and learning about nature, while opportunities for sports and creative pursuits are abundant, with many pupils participating in extracurricular activities.
Leaders and trustees acknowledge the school's strengths and areas for improvement. They are restructuring their organization to enhance oversight of school priorities. Recent leadership changes have prompted a review of the curriculum, revealing gaps in pupils' subject knowledge due to a lack of coherent planning. To address this, leaders have implemented 'learning gateways' to clarify learning objectives and ensure knowledge builds progressively. However, the assessment approach requires further development to accurately measure pupil learning and retention.
In mathematics, improvements have been noted, with pupils demonstrating greater capability and understanding. Reading is emphasized as a central component of the curriculum, with early years pupils receiving strong phonics instruction. Staff are becoming skilled storytellers, fostering a love for reading and enhancing communication skills. However, challenges remain in developing higher-level reading skills, such as inference and authorial intent.
Art education is evolving, focusing more on the creative process rather than just the final product. In physical education, staff training has improved the promotion of physical agility, although some subjects still require more detailed subject knowledge from teachers. The special educational needs coordinator regularly reviews support for pupils, but variability in teaching effectiveness persists, particularly for disadvantaged pupils.
Pupils are equipped with knowledge about health, relationships, and different religions, though gaps exist in their understanding of personal safety and negative influences. The early years environment has been enhanced to provide engaging learning experiences, resulting in better preparation for Year 1.
Safeguarding measures are effective, with staff trained to recognize signs of risk and provide appropriate support. Leaders maintain a focus on pupils' social and mental well-being, ensuring a safe and nurturing environment. Overall, while the school demonstrates many strengths, it must continue to refine its curriculum implementation and assessment practices to ensure all pupils achieve their full potential.
