Horrington Primary School, located in West Horrington, Somerset, underwent an inspection on January 31 and February 1, 2024. The overall effectiveness of the school was rated as requiring improvement, along with the quality of education, behavior and attitudes, leadership and management, and early years provision. The personal development of pupils, however, was rated as good. The headteacher, Lisa Goodland, leads the school, which is part of The Partnership Trust, overseen by CEO Emily Massey and a board of trustees chaired by Belinda Deery. An interim executive headteacher, Hannah Maggs, also plays a role in the school's management.
The school has experienced significant changes in leadership, staffing, and class organization, which have impacted its stability. Despite these challenges, leaders maintain a strong vision and high expectations, and pupils are adapting to the new arrangements. There is a clear action plan to enhance pupils' understanding of the curriculum, but current achievement levels do not meet expectations.
Pupils at Horrington Primary School engage in various extracurricular activities, including sports competitions and educational trips, which help build their confidence and resilience. They demonstrate curiosity about their surroundings and feel secure knowing they can approach trusted adults with concerns. Pupils take pride in their responsibilities, such as serving as school councillors and house captains, which fosters independence and leadership skills.
While the school has made positive changes to its curriculum, significant work remains to ensure that all pupils benefit fully. Many subjects lack a well-developed and implemented curriculum, hindering pupils' ability to build their subject knowledge effectively. In areas where the curriculum is established, assessments are not consistently used to gauge pupils' understanding, leading to gaps in knowledge as they progress.
The early years curriculum is still in its early stages and does not clearly outline the essential knowledge children need to acquire, resulting in uneven development across learning areas. The school has prioritized reading, with efforts to immerse children in stories and phonics from the start. However, some older pupils struggle with reading fluency due to the previous curriculum's legacy, and they do not always receive adequate support to catch up.
Behavior management has been reviewed, and while pupils generally conduct themselves well, there is a need for clearer communication of behavior expectations among staff and students. Pupils have a solid understanding of British values and demonstrate knowledge of individual liberty and democracy. They are also aware of the importance of physical and mental health, practicing healthy habits and safety measures.
The school and trust possess the expertise necessary to address areas needing improvement, and initial actions have begun to positively impact pupils' experiences. Staff express pride in their work and feel supported in implementing recent curriculum changes. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that the curriculum is fully developed and implemented across all subjects, with effective assessment practices to identify and address gaps in understanding. Consistent application of behavior management strategies is essential to minimize disruptions to learning. Additionally, timely identification of pupils' needs, particularly those with special educational needs and disabilities, is crucial for providing appropriate support.
