Churchfield CofE VC Primary School Closed - for academy March 31, 2013
phone: 01278 *** ***
headteacher: Miss Wendy Nelder
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- Open date
- Sept. 1, 2010
- Close date
- March 31, 2013
- Reason open
- Result of Amalgamation
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 331937, Northing: 147715
- GPS coordinates
- Latitude: 51.225, Longitude: -2.9761
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Jan. 25, 2012
- Diocese of Bath and Wells
- Region › Const. › Ward
- South West › Wells › Highbridge and Burnham Marine
- Urban > 10k - less sparse
- Beechfield Infant School TA93JF
- St John's Church of England Junior School TA93JF
- Churchfield Church School TA93JF (429 pupils)
- 0.4 miles The King Alfred School TA93EE (1314 pupils)
- 0.6 miles Isleport School TA94QX
- 1 mile St Joseph's Catholic Primary School and Nursery TA81LG (276 pupils)
- 1.1 mile West Huntspill Community Primary School TA93QE (68 pupils)
- 1.2 mile Burnham-on-Sea Infants' School TA81JD (231 pupils)
- 1.2 mile St Andrew's Church of England Voluntary Controlled Junior School TA81ER (319 pupils)
- 1.6 mile Southleigh Kindergarten TA82BY
- 2 miles Brent Knoll Church of England Primary School TA94EQ (125 pupils)
- 2 miles Keys Education TA94RL
- 2.1 miles East Huntspill School TA93PT (48 pupils)
- 2.1 miles St Christopher's School TA82NY
- 2.5 miles Mark Church of England VC First School TA94QA (132 pupils)
- 2.9 miles Berrow Church of England Primary School TA82LJ (211 pupils)
- 3 miles Rossholme School TA94JA
- 3.1 miles East Brent Church of England First School TA94HZ (74 pupils)
- 3.3 miles Pawlett Primary School TA64SB (55 pupils)
- 4 miles Puriton Primary School TA78BT (178 pupils)
- 4 miles Mark College TA94NP (73 pupils)
- 4.2 miles Woolavington Village Primary School TA78EA
- 4.2 miles Woolavington Village Primary School TA78EA (201 pupils)
- 4.3 miles Lympsham Church of England Voluntary Controlled First School BS240EW (109 pupils)
1 March 2013
Miss Wendy Nelder
Churchfield Church of England Voluntary Controlled Primary School
Dear Miss Nelder
Special measures: monitoring inspection of Churchfield Church of England
Voluntary Controlled Primary School
Following my visit with Richard Light, Her Majesty’s Inspector, to your school on 27
and 28 February 2013, I write on behalf of Her Majesty’s Chief Inspector of
Education, Children’s Services and Skills to confirm the inspection findings.
The inspection was the third monitoring inspection since the school became subject
to special measures following the inspection which took place in January 2012. The
full list of the areas for improvement which were identified during that inspection is
set out in the annex to this letter. The monitoring inspection report is attached and
the main judgements are set out below.
Progress since being subject to special measures
Progress since previous monitoring inspection – good.
Newly qualified teachers may not be appointed
This letter and monitoring inspection report will be posted on the Ofsted website. I
am copying this letter and the monitoring inspection report to the Secretary of State,
the Chair of the Governing Body and the Director of Children’s Services for
Her Majesty’s Inspector
1-4 Portland Square
|T 0300 123 1231 |
Text Phone: 0161 6188524
|Direct T 0117 311 5319 |
Direct F 0117 315 0430
Direct email: Matthew.Parker@
The areas for improvement identified during the inspection which took
place in January 2012
- Raise pupils’ attainment and progress by:
engaging pupils in their learning by planning an interesting and
purposeful curriculum that makes links across different subjects
explaining to pupils why they have targets in the front of their books and
helping them to understand what they need to do to improve their work.
- Improve the effectiveness of leadership and management by:
ensuring all staff act with professionalism at all times
making sure that all staff grasp the urgent need to raise pupils’
achievement and introducing systems that provide a clear overview of
data which are set against national averages and regularly monitored to
review the progress being made towards meeting them
improving communication between home and school
rigorously monitoring and evaluating the quality of teaching and learning
and giving teachers and support staff very clear feedback and guidance to
help them improve pupils’ learning.
- Improve the quality of teaching from inadequate to good by:
giving staff, including senior leaders, opportunities to see good practice in
checking that adults have the necessary subject knowledge to teach basic
skills in literacy and numeracy
ensuring that teaching is always pitched at the right level for all pupils,
and that lessons are brisk and give opportunities for pupils to take
responsibility for their learning
helping pupils to understand what they need to learn next by providing
detailed marking with opportunities to respond to this guidance.
Special measures: monitoring of Churchfield Church of England Voluntary
Controlled Primary School
Report from the third monitoring inspection on 27 and 28 February 2013
Inspectors observed the school’s work, scrutinised documents and met with the
headteacher, senior and middle leaders, teachers, teaching assistants, groups of
pupils, parent representatives, the Diocesan Director of Education and a National
Leader in Education. They also attended a meeting of the governing body.
The school is in the final stage of converting to academy status. The planned date
for conversion is 1 April 2013.
Achievement of pupils at the school
The detailed monitoring of pupils’ progress in English and mathematics continues to
be carried out regularly and with rigour to ensure all staff understand the urgent
need to raise pupils’ achievement. As a consequence, and particularly since the
previous monitoring visit, the school has seen a turnaround in the achievements of
pupils and most are now making good progress in lessons. This strong pattern of
improvement supports the most recent assessment information, indicating that all
year groups are now on track to achieve their challenging targets in reading, writing
and mathematics by the end of the year.
Senior leaders now possess a clear understanding of pupils’ improving progress and
this allows them to provide interventions where appropriate to individuals and
groups, as well as class by class. Pupils’ progress information is also shared regularly
through staff meetings and, when appropriate, directly with teachers. This has led to
teachers working more closely with each other to plan lessons and reflect on the
impact they are having on pupils’ learning.
Progress since the last monitoring inspection on the areas for improvement:
- raise pupils’ attainment and progress – good.
The quality of teaching
The quality of teaching throughout the school has improved since the previous
monitoring inspection and inspectors saw more good lessons during their visit.
However, teaching still requires improvement overall in order to secure good
achievement outcomes for all year groups by the summer of 2013. In the best
lessons seen, teachers were well organised and used their detailed lesson plans
flexibly in order to provide the best learning environment possible for pupils. Where
teachers and teaching assistants possess secure subject knowledge they use
questioning to best effect to support and challenge pupils’ developing understanding.
At these times pupils make rapid progress in lessons. For example, in a Year 2
literacy lesson, a variety of stimulating group activities ensured all pupils received
good quality, directed teaching that enabled them to develop and exercise their
writing skills to good levels. Pupils engaged enthusiastically with each task,
demonstrating they could sustain concentration and work both independently and in
groups. Pupils’ confident use of modern technology was a noticeable strength of this
lesson and is a strength throughout the school. Pupils who spoke with inspectors
said the marking of their books is regularly carried out and generally now more
helpful, although ‘next steps’ are not always clear.
However, the quality of teaching is variable and inconsistencies still remain. Where
teaching requires improvement this is often due to a lack of teachers’ confidence
and subject knowledge. For example, in a Key Stage 1 phonics lesson, pupils’
misconceptions were not addressed thoroughly and technical aspects of blending
and segmenting of correct sounds were not reinforced. Similarly, teaching assistants
did not demonstrate the necessary confidence to check pupils’ growing
understanding or correct their misunderstandings in a Key Stage 2 mathematics
Teachers continue to benefit from opportunities to see good practice in other
schools. The marking of pupils’ work is carried out regularly. It is usually supportive
and in the best examples seen it is concise and focused on helping pupils to
understand what they need to do next to improve. However, although very good
practice is evident in some classes, it is not being shared widely within the school.
Also, some teachers’ comments are not specific enough about what pupils need to
do to improve.
Progress since the last monitoring inspection on the areas for improvement
- improve the quality of teaching – satisfactory.
Behaviour and safety of pupils
Inspectors spoke with a large group of parents and carers, as well as meeting
informally with individuals and groups at the start of school in the playground. All
who spoke with inspectors said they were pleased with the improvements to
communication introduced by the school and in their children’s behaviour overall.
There were concerns raised about the process of conversion to become an academy.
Parents said they would appreciate greater communication from the school and the
diocese on the conversion process. They were anxious to be reassured that the
improving quality of education for their children would not be hindered in any way.
Inspectors saw for themselves how behaviour within and around the school
continues to improve and is now typically good. Pupils who spoke with inspectors
spoke enthusiastically about the newly completed playground area and meal-time
assistants confirmed that pupils’ behaviour generally is much improved.
The school successfully employs a range of strategies in the monitoring of pupils’
attendance. Currently, attendance is low due to a high level of illness. Attendance
overall is broadly in line with the national average. The school adopts recommended
good practice to ensure the safeguarding of pupils.
The quality of leadership in and management of the school
The headteacher continues to maintain a clear focus on driving through the
necessary school improvements. For example, the Reception classes now benefit
from more structured teaching sessions in the mornings. The headteacher continues
to monitor closely the work of the school and provides teachers and support staff
with very clear feedback and guidance to help them develop their teaching skills.
Senior leaders are fully aware of the inconsistencies that remain within teaching and,
under the close monitoring of the headteacher, the school improvement plan
maintains a rigorous focus on monitoring the quality of teaching. Half-termly
observations of each teacher provide senior leaders, including governors, with a
profile of teaching strengths and weaknesses across the school. Outcomes of this
monitoring are shared with teachers and expectations are linked with national
standards for teachers. This information is being used constructively by senior
leaders to provide sharply focused support and training, as well as to reward
teachers. It also allows teachers to share their strengths and identify areas for
further development. This approach has been fully embraced by staff and is
evidence of their commitment and professionalism.
Progress since the last monitoring inspection on the areas for improvement:
- improve the effectiveness of leadership and management – good.
The school has developed strong links with a National Leader in Education and,
through this partnership, staff have had opportunities to visit outstanding provision.
The process of converting to academy status has been a challenging and, at times, a
demanding one for all concerned. Inspectors met with representatives of all parties
and gained assurance that all would work determinedly to maintain effective
communication with one another, parents and the wider community.