Danesfield Church of England Voluntary Controlled Community Middle School, located in Williton, Somerset, underwent an inspection on June 20 and 21, 2023. The overall effectiveness of the school was rated as requiring improvement, which reflects ongoing challenges in various areas. The quality of education, behavior and attitudes, and leadership and management were all identified as requiring improvement, while personal development was rated as good. This inspection follows a previous rating of requires improvement from June 2021.
The school environment is characterized by kind and friendly pupils, with strong relationships between staff and students. Recent revisions to the behavior policy aim to clarify rules, yet disruptions in learning persist in some lessons. A minority of staff feel unsupported in managing behavior issues effectively. Most pupils report feeling safe and have access to trusted adults for discussing their concerns. However, the absence of an anonymous reporting system may prevent some older pupils from voicing their worries.
Improvements in educational quality are still in the early stages, with some pupils, particularly those with special educational needs and/or disabilities, not receiving adequate support to learn the curriculum effectively. Where curriculum implementation is strong and behavior is well managed, pupils demonstrate higher engagement and learning outcomes. The school offers a variety of extracurricular activities, and pupils take pride in participating in sports competitions and school productions, with disadvantaged pupils and those with SEND actively involved.
Leadership has focused on raising expectations for pupil behavior and enhancing the curriculum. The establishment of an academic improvement board has provided effective oversight and challenge to school leaders. However, some parents have expressed dissatisfaction with communication from leaders and lack confidence that their concerns will be addressed. Curriculum leaders have thoughtfully considered the knowledge to be taught and its sequencing, particularly in subjects like mathematics, where coherence from Year 5 to Year 8 is evident. However, this level of curricular coherence is not consistently applied across all subjects, leading to gaps in pupils' learning experiences.
Support for pupils with SEND is an area needing improvement. While leaders identify needs and inform staff of strategies, teachers often lack confidence in adapting their teaching to meet specific needs, which impacts learning. Recent reviews of SEND provision indicate that leaders are seeking external support to enhance this area.
Pupils' personal development is a notable strength, with positive feedback on personal, social, and health education. The school provides relevant content that helps pupils understand important topics, including healthy relationships. Careers education is well-organized and begins in key stage two, offering various opportunities for leadership development through roles such as prefects and school council members. Parents and pupils appreciate the range of enrichment activities available, which reflect the school's commitment to ensuring all children can participate.
Leaders have prioritized reading development, implementing a structured phonics program for early readers. Most pupils engage in daily reading, and plans are underway to enhance reading time for key stage three pupils. Safeguarding arrangements are effective, with well-trained staff who recognize signs of potential harm and act promptly to ensure pupil safety.
To improve, the school must continue developing its curriculum to ensure pupils acquire the necessary knowledge and skills for future educational stages. Additionally, the support for pupils with SEND needs to be strengthened, ensuring staff receive appropriate training to meet diverse needs. Consistency in applying the behavior system across all staff is essential to minimize disruptions in learning.
