Hugh Sexey Church of England Middle School, located in Blackford, Wedmore, Somerset, underwent an inspection on 14 and 15 November 2023. The overall effectiveness of the school was rated as good across all key areas, including the quality of education, behaviour and attitudes, personal development, and leadership and management. The headteacher, Paul Tatterton, leads the school, which is part of the Wessex Learning Trust, overseen by CEO Gavin Ball and a board of trustees chaired by Brian Kirkup. This inspection marked the first graded evaluation under the current framework since the school was last inspected 11 years ago, where it was rated outstanding.
The school has a positive environment where pupils feel happy and safe. They appreciate the respectful relationships they have with staff and understand the high expectations regarding their behaviour. Pupils are encouraged to think carefully about their words and actions, fostering a culture of kindness. Parents and carers also recognize the school's commitment to maintaining high standards of conduct and providing a range of opportunities for their children.
Pupils are well aware of the school's values and are encouraged to help and inspire others. Older students take on mentorship roles for younger pupils, and various initiatives, such as running a French café at a local feeder school, allow students to share their learning experiences. The school promotes leadership skills through participation in clubs like the eco-club and well-being ambassador roles. Extra-curricular activities, including annual productions and house competitions, further enrich the pupils' experiences, alongside educational trips to local historical sites.
The curriculum is broad and well-structured, with a clear sequence of learning from Year 5 to Year 8. In subjects like science, pupils build on foundational knowledge, preparing them for more complex topics in later years. However, there are areas where the school has not clearly defined the essential knowledge for pupils to learn, which can hinder the depth of understanding in some subjects. While assessment practices are generally effective, there is room for improvement in ensuring that all subjects have clearly identified key knowledge.
The school effectively identifies the needs of pupils with special educational needs and disabilities, working closely with families to provide appropriate support. Most pupils are confident readers, and the school has recently implemented a program to assist weaker readers, although this initiative is still developing. The school environment is calm and orderly, with pupils demonstrating positive attitudes towards learning. Instances of bullying are rare, and when they occur, the school addresses them promptly.
The personal, social, and health education curriculum is well-planned, teaching pupils about healthy relationships and safety, including online safety. Pupils engage in discussions about sensitive topics respectfully. They also learn about civic responsibility through activities like voting for school council representatives and participating in charity events. The school provides effective careers guidance, ensuring pupils are informed about various future education and career options.
Trustees and local governors are actively involved in the school's governance, ensuring resources are managed effectively and statutory duties are met. Leaders are aware of the school's strengths and areas for improvement. The safeguarding arrangements are effective, ensuring a safe environment for all pupils. To enhance the quality of education further, the school needs to clarify the essential knowledge in certain subjects and strengthen its reading support program for those who require it.
