Huish Episcopi Primary School, located in Langport, Somerset, has undergone significant improvements under the leadership of the current headteacher. The school aims to provide a high-quality education for all its pupils, and this commitment is reflected in the overwhelmingly positive feedback from parents and carers. Pupils express enthusiasm for attending school, although there are areas for improvement, particularly in writing skills among older students. The school leadership recognizes the need to enhance writing standards in key stage two to align with the high achievements seen in reading and mathematics.
The school offers a diverse range of extracurricular activities, with sports being particularly popular among students. Pupils engage in various sporting clubs, including kick-boxing, and enjoy taking on leadership roles, such as participating in the school council. The staff maintain high expectations for pupil behavior, resulting in exemplary conduct and positive attitudes towards learning. Instances of bullying are reported to be rare, and pupils trust the staff to address any issues promptly.
Despite the challenges faced by the Levels multi-academy trust, including leadership changes that have affected communication and stability, the school leaders remain focused on improving educational quality. The school has implemented a reading curriculum that effectively supports pupils in developing strong reading skills. Parents are encouraged to support their children's reading at home with high-quality books. The teaching assistants play a crucial role in providing targeted support, enabling pupils who fall behind to catch up quickly.
Early reading skills are well-developed, with phonics instruction beginning in the Reception class. Teachers ensure that reading materials are appropriate for pupils' phonics knowledge, and regular assessments help track progress. The mathematics curriculum is also well-structured, with teachers using engaging activities to reinforce learning and ensure pupils are prepared for more complex concepts.
While the writing curriculum is well-planned, there are inconsistencies in its application across subjects, particularly in history and geography. Some pupils do not receive enough opportunities to practice and consolidate their writing skills. Additionally, there is a need for older pupils to improve their handwriting and overall writing fluency.
The school effectively supports pupils with special educational needs and disabilities, adapting the curriculum to ensure inclusivity. Disadvantaged pupils also achieve well, thanks to strategies that address barriers to learning and raise aspirations. Programs like Raising the Future provide insights into potential career paths, enhancing pupils' understanding of the world of work.
Pupils are well-prepared for life in modern Britain, with the curriculum addressing the challenges of their rural context. They learn about urban life through field trips and are educated on leading healthy lifestyles through a strong physical education program. Staff morale is high, with leaders prioritizing the well-being of their team and providing support for early-career teachers.
The school's safeguarding arrangements are effective, with a strong ethos of community safety. Staff are vigilant in identifying signs of harm, and pupils receive education on managing risks, particularly in online environments. Overall, while the school demonstrates many strengths, there are areas for improvement, particularly in writing standards and the communication between the multi-academy trust and the local governing body. The school is committed to addressing these challenges to continue providing a high-quality education for all its pupils.
