School etc

Christ Church CofE First School

Christ Church CofE First School
Feltham Lane

phone: 01373 463781

headteacher: Mrs Sarah Bullmore

reveal email: sch.…


school holidays: via Somerset council

239 pupils aged 2—8y mixed gender
180 pupils capacity: 133% full

145 boys 61%

≤ 2113y264a44b44c85y266y227y188y25

95 girls 40%

≤ 264c55y236y127y168y14

Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 377806, Northing: 146764
GPS coordinates
Latitude: 51.22, Longitude: -2.3192
Accepting pupils
3—9 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 2, 2012
Diocese of Bath and Wells
Region › Const. › Ward
South West › Somerton and Frome › Frome Keyford
Urban > 10k - less sparse
Free school meals %

rooms to rent in Frome

Schools nearby

  1. 0.6 miles St John's Church of England Voluntary Aided First School, Frome BA111QG (297 pupils)
  2. 0.9 miles Wessex College BA114LA (11 pupils)
  3. 1 mile Vallis First School BA113DB (254 pupils)
  4. 1 mile St Louis Catholic Primary School, Frome BA113AP (210 pupils)
  5. 1 mile Oakfield School BA114JF
  6. 1 mile Farleigh Further Education College - Frome BA112AB
  7. 1 mile Oakfield School BA114JF (518 pupils)
  8. 1.1 mile Trinity Church of England First School BA114LB (293 pupils)
  9. 1.1 mile Critchill School BA114LB (42 pupils)
  10. 1.2 mile Hayesdown First School BA112BN
  11. 1.2 mile North Hill House BA112HB (48 pupils)
  12. 1.2 mile Hayesdown First School BA112BN (251 pupils)
  13. 1.3 mile Selwood Anglican/Methodist Middle School BA112EF
  14. 1.3 mile Selwood Academy BA112EF (659 pupils)
  15. 1.6 mile Frome Community College BA112HQ (1269 pupils)
  16. 1.6 mile Frome College BA112HQ
  17. 2.6 miles Berkley Church of England First School BA115JH (97 pupils)
  18. 2.7 miles Nunney First School BA114NE (68 pupils)
  19. 3 miles Chapmanslade Church of England Voluntary Aided Primary School BA134AN (110 pupils)
  20. 3.1 miles Corsley Church of England Primary School BA127QF
  21. 3.1 miles Steiner Academy Frome BA127QF (160 pupils)
  22. 3.3 miles Springmead Preparatory School BA116TA (125 pupils)
  23. 3.4 miles Beckington Church of England First School BA116TG (78 pupils)
  24. 3.7 miles Mells Church of England First School BA113QE (93 pupils)

List of schools in Frome

Christ Church CE First School report

Christ Church CE First


Feltham Lane, Frome, Somerset, BA11 5AJ

Inspection dates 2–3 October 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Over the last year, pupils have made rapid
Teaching and learning are good across the
Reading is taught well so that most pupils
progress and as a result their attainment is
rising. By the time they leave the school in
Year 4 many are reaching levels above those
expected for their age.
school and some teaching is outstanding.
Teachers plan interesting lessons that engage
and motivate pupils.
make strong progress. Any pupils who fall
behind are helped to catch up quickly.
Pupils have positive attitudes to their learning
The curriculum is organised well so that pupils
Senior leaders and governors have taken firm
and enjoy lessons. They behave well and feel
safe because the school provides a secure
learning environment.
who need extra help with their learning receive
exceptionally good support.
steps to address the weaknesses in teaching.
The strong focus on pupils’ achievement has
helped to raise expectations and improve rates
of progress.
There are a few lessons where teachers do
not extend some pupils’ thinking to the full.
Targets and timescales in improvement plans
are not precise enough to make it easy for
leaders and managers to judge how successful
they have been.
Inspection report: Christ Church CE First, 2–3 October 2012 2 of 9

Information about this inspection

  • Inspectors observed eighteen lessons, of which two were joint observations with senior leaders.
    In addition, the team made a number of other short visits to lessons. Inspectors heard pupils
    read, talked to them in lessons and evaluated samples of their work.
  • Meetings were held with pupils, the Chair and Vice-Chair of the Governing Body, the school’s
    evaluation partner, and the school’s staff including senior and middle leaders.
  • Inspectors took account of the 17 responses to the on-line questionnaire Parent View as well as
    consulting informally with parents and carers before and after school.
  • They observed the school’s work, and looked at a range of documents including the school’s own
    data on pupils’ attainment and progress, planning and monitoring information, as well as records
    relating to behaviour, attendance and safeguarding.

Inspection team

Sandra Woodman, Lead inspector Additional inspector
George Long Additional inspector
Inspection report: Christ Church CE First, 2–3 October 2012 3 of 9

Full report

Information about this school

  • Christ Church CE First School is of average size and the proportion of pupils known to be eligible
    for the pupil premium funding is above average.
  • The majority of pupils are White British and come from the local area. A significant proportion of
    pupils are of Gypsy and Roma heritage.
  • The proportions of pupils supported through school action, school action plus and with a
    statement of special educational needs are well above the national average.
  • A children’s centre, managed by the headteacher, shares the school site. The centre and the
    nursery class, which is based there, were not included in this inspection.
  • The school is a member of the Frome Community Learning Partnership.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching by:
    tailoring activities to become even more precise in extending the thinking of some pupils

improving the use of assessment throughout lessons so that tasks can be adjusted and

reshaped in order to maximise pupils’ learning.

  • Improve strategic planning by:
    making targets for improvement sharper so that leaders and managers can monitor and judge
    the success of the plans more easily
    including timescales and milestones for success so that plans can be tracked more effectively
    throughout the year.
Inspection report: Christ Church CE First, 2–3 October 2012 4 of 9

Inspection judgements

The achievement of pupils is good
  • Attainment levels have been low, but they are rising quickly and are coming closer in line with
    the national averages at the end of Key Stage 1. By the time pupils leave the school in Year 4
    many are attaining above the expected levels for their age in reading, writing and mathematics.
  • Since the previous inspection the unevenness in rates of progress has been addressed and a
    consistent rise in attainment is apparent in all year groups. Children start school with lower than
    expected rates of development in key areas of their learning but especially language and
    communication. They make good progress in the Early Years Foundation Stage, particularly in
    their knowledge of letters and sounds. They respond well to the array of exciting learning
    opportunities presented to them to explore and find things out for themselves.
  • Over the last year rates of progress have accelerated in all subjects and this is consistent across
    the school. Most groups of pupils are making better than the expected progress, including those
    of Gypsy and Roma heritage. This is due to the way teachers are tracking progress robustly so
    that they can move pupils on more quickly. Well-targeted support, funded through pupil
    premium, ensures pupils known to be eligible for free school meals progress as well as their
  • The large majority of disabled pupils and those with special educational needs are making at
    least the expected progress from their starting points and most make better than this, especially
    in reading and mathematics. This is because their learning is tracked very precisely and activities
    are tailored specifically to help them learn, no matter how complex their learning needs.
  • Learning in lessons is good and pupils are attentive and motivated. They engage readily and
    persevere with their tasks particularly when they are learning in an active way, using computers
    or working towards their individual ‘sticky’ targets. However, occasionally they are limited in how
    far they can develop their learning as some tasks do not provide enough opportunities to extend
    and deepen pupils’ thinking.
  • Levels of attainment in reading are improving and the very large majority of Year 1 pupils
    passed the screening check for letters and sounds. Children get off to a good start with their
    reading because the school involves parents and carers very closely in the learning partnership.
    Over the last year the investment in high-quality books and resources has developed a greater
    love of reading, but the school acknowledges there is more to do to expand the breadth of
    pupils’ reading.
The quality of teaching is good
  • The quality of teaching is good across all subjects and there is a small proportion that is
    outstanding. Teaching has improved over the last year due to the more robust monitoring of
    teaching standards and this has ensured that rates of progress have accelerated across the
  • In most lessons teachers plan carefully to target pupils of all abilities and match the learning
    activities well, although sometimes they are not sufficiently precise in the way they do this. They
    have high expectations of what pupils can achieve and these are communicated to pupils
    through their group and individual targets. Teachers give pupils clear criteria to be successful so
    that both teachers and pupils can keep checking on how well they are doing.
  • In the best lessons teachers use imaginative ways of engaging pupils to develop their knowledge
    and understanding. For example, in one good reading lesson, pupils had to make up their own
    ways of remembering the spellings of words with the same sound which involved them
    researching meanings using a thesaurus and then devising their own rhymes and actions.
  • Reading, writing, communication and mathematics skills are taught effectively, but there are not
    yet enough opportunities for pupils to apply all of these skills in other subjects.
  • Teachers respond thoughtfully to pupils and give them good feedback about their learning,
    identifying what is going well and how to improve their work. Generally, marking in books is
    helpful and teachers regularly provide time for pupils to make any improvements. Occasionally,
    teachers miss the opportunity to extend the learning further in lessons, especially when pupils
    complete their tasks easily.
Inspection report: Christ Church CE First School, 2–3 October 2012 5 of 9
  • Until the last year teachers did not always use the information from assessments sharply enough
    to ensure that there were high expectations of what pupils could achieve. Now, as rates of
    progress accelerate, teachers systematically raise pupils’ targets and this is helping to improve
    levels of attainment.
  • The teaching of disabled pupils and those with special educational needs is good, often providing
    specialised activities to help the neediest. Consequently some parents from outside the local
    catchment area choose this school for their children if they have such needs. Pupils who fall
    behind and need extra help with their reading are taught very effectively so that they catch up
  • The school has an extensive range of high-quality resources that teachers use to good effect in
    lessons, such as information technology. Overall, teaching assistants give good support, often
    leading specific learning activities to help targeted pupils catch up with their reading, writing and
The behaviour and safety of pupils are good
  • Pupils say that they are proud of their school and enjoy learning because the school supports
    them well. Parents and carers endorse these views. Pupils behave well in lessons and around the
    school despite the noise and constraints on space with the extensive building work taking place
    on the school site.
  • Relationships are very positive and this leads to a harmonious atmosphere. Adults demonstrate
    how to be kind and respectful so that pupils care for each other and work well together,
    whatever their cultural background or special needs.
  • Pupils report that they feel safe in school; they feel free from bullying, but if individuals do fall
    out then they have confidence that the adults will sort it out promptly and effectively. They say
    that any concerns they have are heard and the school responds well. They know about keeping
    themselves safe in other ways, for example, they know about internet safety through the
    training they receive in lessons.
  • Behaviour is managed very skilfully by staff so that there is seldom any disruption in lessons.
    There are clear and consistent systems in place to promote good behaviour and address any
    lapses. Effective support plans are in place for pupils who find behaving well more difficult and
    these are helping to reduce incidents and so exclusion rates are low.
  • Attendance was in line with the national average last year and shows further improvement this
    year, with persistent absence below the norm due to a rigorous monitoring system. The school
    works closely with external agencies to support families where attendance is a concern and, as a
    consequence, absence rates are reducing.
  • There are opportunities for pupils to contribute to the life of the school by being councillors and
    monitors, but these chances are limited, and the school does not always do enough to develop
    pupils’ confidence and development as responsible members of the school community.
The leadership and management are good
  • The headteacher and her staff share the same high ambition and determination to provide pupils
    with the best possible learning experiences so that they reach their full potential. The school’s
    mantra that pupils should strive ‘to be the best that they can be’ permeates all its work.
  • Good support that the school has commissioned over the last year has helped senior leaders
    gain an accurate view of the school’s performance. The regular meetings with teachers to talk
    about pupils’ achievement and plan support where needed, have helped to accelerate progress
    and ensure accountability.
Inspection report: Christ Church CE First School, 2–3 October 2012 6 of 9
  • The monitoring of teaching has become more robust over the last year, with focused lesson
    observations clearly linked to professional standards. The effective management of teachers’
    performance has eliminated the weaknesses in the teaching. This demonstrates the good
    capacity of leaders and managers to sustain improvement.
  • Effective changes to the way reading is taught across the school, including involving parents and
    carers more fully and the improved range of reading materials to engage the interest of boys,
    are leading to better attainment.
  • The ever-evolving curriculum themes are designed to provide a wide range of opportunities for
    pupils to develop their basic skills, especially in language and communication. The curriculum is
    particularly effective in supporting the needs of pupils with disabilities and those with special
    educational needs so that they do well. However, leaders are aware that they are not yet
    extending sufficient opportunities for all pupils to apply their literacy and numeracy skills across
    other subjects.
  • Pupils’ spiritual, moral, social and cultural development is well promoted through a variety of
    experiences which enable pupils to be curious about themselves and the world where they live.
    Events, such as the recent visit of an Olympic medallist to raise aspirations and the residential
    visit for Year 4 which includes a range of adventurous activities, help to broaden pupils’ horizons.
  • Parents and carers are overwhelmingly supportive of the school and feel well informed about
    events as well as their children’s progress. They appreciate the way the school involves them in
    their children’s learning through the planning of curriculum topics and by giving them
    information about how they can help with their children’s reading.
  • The governance of the school:
    the governing body is well organised and knows the school well because of the good quality of
    the information received from the headteacher. Increasingly, members are finding out for
    themselves about the progress of development plans by visiting the school and meeting with
    senior and middle leaders. However, due to the lack of sharpness in planning targets, it is not
    easy for them to judge how successfully the school is making progress towards its targets or
    if change is happening quickly enough
    the governing body has received effective training from their local authority in carrying out its
    role. There is a good grasp of financial management, including the pupil premium funding and
    robust monitoring of pupils’ progress against attainment targets to judge the value for money

the governing body is rigorous in ensuring that pupils are safe in school and all statutory

requirements for safeguarding are met.

Inspection report: Christ Church CE First, 2–3 October 2012 7 of 9

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

Inspection report: Christ Church CE First, 2–3 October 2012 8 of 9

School details

Unique reference number 123757
Local authority Somerset
Inspection number 402196

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school First
School category Voluntary controlled
Age range of pupils 4–9
Gender of pupils Mixed
Number of pupils on the school roll 182
Appropriate authority The governing body
Chair Greg Wright
Headteacher Sarah Bullmore
Date of previous school inspection 15–16 March 2010
Telephone number 01373 463781
Fax number 01373 463781
Email address reveal email: sebu…


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