Christ Church CofE First School
phone: 01373 463781
headteacher: Mrs Sarah Bullmore
180 pupils capacity: 133% full
145 boys 61%
95 girls 40%
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 %
- 0.6 miles St John's Church of England Voluntary Aided First School, Frome BA111QG (297 pupils)
- 0.9 miles Wessex College BA114LA (11 pupils)
- 1 mile Vallis First School BA113DB (254 pupils)
- 1 mile St Louis Catholic Primary School, Frome BA113AP (210 pupils)
- 1 mile Oakfield School BA114JF
- 1 mile Farleigh Further Education College - Frome BA112AB
- 1 mile Oakfield School BA114JF (518 pupils)
- 1.1 mile Trinity Church of England First School BA114LB (293 pupils)
- 1.1 mile Critchill School BA114LB (42 pupils)
- 1.2 mile Hayesdown First School BA112BN
- 1.2 mile North Hill House BA112HB (48 pupils)
- 1.2 mile Hayesdown First School BA112BN (251 pupils)
- 1.3 mile Selwood Anglican/Methodist Middle School BA112EF
- 1.3 mile Selwood Academy BA112EF (659 pupils)
- 1.6 mile Frome Community College BA112HQ (1269 pupils)
- 1.6 mile Frome College BA112HQ
- 2.6 miles Berkley Church of England First School BA115JH (97 pupils)
- 2.7 miles Nunney First School BA114NE (68 pupils)
- 3 miles Chapmanslade Church of England Voluntary Aided Primary School BA134AN (110 pupils)
- 3.1 miles Corsley Church of England Primary School BA127QF
- 3.1 miles Steiner Academy Frome BA127QF (160 pupils)
- 3.3 miles Springmead Preparatory School BA116TA (125 pupils)
- 3.4 miles Beckington Church of England First School BA116TG (78 pupils)
- 3.7 miles Mells Church of England First School BA113QE (93 pupils)
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|
|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
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
| 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.
|Sandra Woodman, Lead inspector||Additional inspector|
|George Long||Additional inspector|
|Inspection report:||Christ Church CE First, 2–3 October 2012||3 of 9|
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|
|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
|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
- 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 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|
|Unique reference number||123757|
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|
|Date of previous school inspection||15–16 March 2010|
|Telephone number||01373 463781|
|Fax number||01373 463781|