Oakhill Church School, located in Radstock, Somerset, underwent an inspection on October 3 and 4, 2023, and received an overall effectiveness rating of Requires Improvement. The school, which is part of the Bath and Wells Multi Academy Trust, has experienced significant changes in leadership and staffing, which have impacted the consistency of expectations for pupil achievement. The curriculum has not been well planned, leading to gaps in pupils' knowledge across various subjects. Despite the school's aspirational vision, the quality of education provided does not meet the expected standards.
Positive relationships exist between staff and pupils, contributing to a safe environment where pupils feel cared for. Many pupils acknowledge improvements in behavior and attitudes; however, some still exhibit negative attitudes towards learning, causing disruptions. Pupils understand the importance of fairness and take on leadership roles, such as being buddies to younger children. Nevertheless, opportunities for pupils to explore and develop their talents and interests are limited.
The school has begun to implement a revised curriculum that outlines the necessary knowledge and skills for all subjects. While some pupils benefit from this new approach, it is still in its early stages, and staff lack the subject knowledge required to effectively support pupil learning. Consequently, the curriculum does not adequately help pupils build their subject knowledge over time. Staffing challenges further hinder the effective implementation of the new curriculum.
Reading instruction begins as soon as children start school, with books aligned to the sounds they know. However, not all staff are sufficiently trained to provide effective support, resulting in some pupils struggling to develop the necessary skills for confident reading. Once pupils learn to read, they have opportunities to engage with literature, and older pupils express enjoyment in their reading experiences.
In the nursery provision, children engage well with their learning, sharing books and participating in songs and rhymes. Staff know the children well and support their skill development. However, children in Nursery and Reception do not receive adequate learning experiences across all developmental areas, leaving them unprepared for Year 1.
The school collaborates with external agencies to support pupils with special educational needs and disabilities, successfully addressing their emotional and social needs. However, the curriculum does not effectively promote the development of subject knowledge for these pupils. The behavior policy, developed with input from the trust, parents, and pupils, has positively influenced pupil behavior, but further work is needed to ensure consistent understanding and enforcement of behavior expectations among all staff.
Pupils learn about diverse cultures and religions through visits and guest speakers, but they do not develop a comprehensive understanding of the protected characteristics relevant to modern British life. The trust and local governing committee have accurately identified areas for improvement and possess the expertise to support the school in addressing these issues. Initial actions have begun to yield positive impacts on pupil experiences.
The safeguarding arrangements at the school are effective, ensuring the safety and well-being of all pupils. To improve, the school must enhance the curriculum design to support pupils in building on their existing knowledge and prepare them for future learning. Staff training in reading instruction is essential to ensure all pupils develop the skills needed for proficient reading. Additionally, the trust must ensure that all staff possess the necessary subject knowledge to effectively teach the curriculum, enabling all pupils to succeed in their learning.
