School etc

Churchfield CofE VC Primary School Closed - for academy March 31, 2013

see new Churchfield Church School

Churchfield CofE VC Primary School
Burham Road

phone: 01278 *** ***

headteacher: Miss Wendy Nelder

school holidays: via Somerset council

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

rooms to rent in Highbridge

Schools nearby

  1. Beechfield Infant School TA93JF
  2. St John's Church of England Junior School TA93JF
  3. Churchfield Church School TA93JF (429 pupils)
  4. 0.4 miles The King Alfred School TA93EE (1314 pupils)
  5. 0.6 miles Isleport School TA94QX
  6. 1 mile St Joseph's Catholic Primary School and Nursery TA81LG (276 pupils)
  7. 1.1 mile West Huntspill Community Primary School TA93QE (68 pupils)
  8. 1.2 mile Burnham-on-Sea Infants' School TA81JD (231 pupils)
  9. 1.2 mile St Andrew's Church of England Voluntary Controlled Junior School TA81ER (319 pupils)
  10. 1.6 mile Southleigh Kindergarten TA82BY
  11. 2 miles Brent Knoll Church of England Primary School TA94EQ (125 pupils)
  12. 2 miles Keys Education TA94RL
  13. 2.1 miles East Huntspill School TA93PT (48 pupils)
  14. 2.1 miles St Christopher's School TA82NY
  15. 2.5 miles Mark Church of England VC First School TA94QA (132 pupils)
  16. 2.9 miles Berrow Church of England Primary School TA82LJ (211 pupils)
  17. 3 miles Rossholme School TA94JA
  18. 3.1 miles East Brent Church of England First School TA94HZ (74 pupils)
  19. 3.3 miles Pawlett Primary School TA64SB (55 pupils)
  20. 4 miles Puriton Primary School TA78BT (178 pupils)
  21. 4 miles Mark College TA94NP (73 pupils)
  22. 4.2 miles Woolavington Village Primary School TA78EA
  23. 4.2 miles Woolavington Village Primary School TA78EA (201 pupils)
  24. 4.3 miles Lympsham Church of England Voluntary Controlled First School BS240EW (109 pupils)

List of schools in Highbridge

1 March 2013
Miss Wendy Nelder
The Headteacher
Churchfield Church of England Voluntary Controlled Primary School
Burnham Road
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


Yours sincerely
David Edwards

Her Majesty’s Inspector

1-4 Portland Square
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
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
    other schools
    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.
    External support
    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.

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