Compton Dundon CofE Primary School Closed Aug. 31, 2011
phone: 01458 *** ***
headteacher: Mrs Jane Thomas
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- Close date
- Aug. 31, 2011
- Reason closed
- OSGB coordinates
- Easting: 348081, Northing: 132489
- GPS coordinates
- Latitude: 51.089, Longitude: -2.7427
- Accepting pupils
- 4—11 years old
- Ofsted last inspection
- March 24, 2009
- Diocese of Bath and Wells
- Region › Const. › Ward
- South West › Somerton and Frome › Wessex
- Village - less sparse
- 1.8 mile Avalon School BA160PS (38 pupils)
- 1.9 mile Brookside Community Primary School BA160PR
- 1.9 mile Brookside Community Primary School BA160PR (489 pupils)
- 2.3 miles Somerton Infant School TA116LY (116 pupils)
- 2.3 miles King Ina Infants School TA116LY
- 2.4 miles Hindhayes Infant School BA160HB (201 pupils)
- 2.4 miles Millfield School BA160YD (1223 pupils)
- 2.6 miles Elmhurst Junior School BA160HH (280 pupils)
- 2.6 miles Butleigh Church of England Primary School BA68SX (93 pupils)
- 2.6 miles Monteclefe Church of England VA Junior School TA117NL
- 2.6 miles Monteclefe Church of England VA Junior School TA117NL (173 pupils)
- 2.7 miles Walton Church of England Voluntary Controlled Primary School BA169LA (144 pupils)
- 2.8 miles Cedar School BA160EB
- 2.9 miles Crispin School BA160AD
- 2.9 miles Strode College BA160AB
- 2.9 miles Crispin School Academy BA160AD (1025 pupils)
- 3.5 miles High Ham Church of England Primary School TA109BY (163 pupils)
- 3.5 miles Tor International School TA109BY
- 3.8 miles Mendip Centre BA69NS
- 4 miles Charlton Mackrell CofE Primary School TA117BN (83 pupils)
- 4 miles Millfield Pre-Preparatory School BA69EJ
- 4 miles Fairfield Montessori School BA69EZ
- 4.1 miles St Benedict's Church of England Voluntary Aided Junior School BA69EX (209 pupils)
- 4.2 miles Ashcott Primary School TA79PP (113 pupils)
Compton Dundon CofE Primary School
|Unique Reference Number||123748|
|Inspection date||24 March 2009|
|Reporting inspector||Steffi Penny HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 November 2005|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||School Lane|
|Somerton TA11 6TE|
|Telephone number||01458 272766|
|Fax number||01458 272388|
|Inspection date||24 March 2009|
Inspection report Compton Dundon CofE Primary School, 24 March 2009
© Crown copyright 2009
The inspection was carried out by one of Her Majesty's Inspectors and one Additional Inspector.
Description of the school
This is a very small school that has two classes. The reception children are taught alongside those in Key Stage 1, whilst Key Stage 2 pupils have a separate class. The six areas of learning in the Early Years Foundation Stage curriculum are covered throughout each week, either discretely or through appropriate subject areas in the Key Stage 1 curriculum.
The proportion of pupils with learning difficulties and/or disabilities is well below average. All pupils are of White British backgrounds and none is learning English as an additional language. There has been considerable turbulence over the last two years due to changes in staffing and governance. In 2008 there were no children in Year 6.
Key for inspection grades
Overall effectiveness of the school
Compton Dundon Church of England Primary School is a good school where pupils are prepared well for the next stage in their learning and later life.
Because of good teaching and learning pupils make good progress throughout the school, reaching standards by the end of Year 6 that are above average. The specific needs of pupils who have learning difficulties and/or disabilities or who are vulnerable to underachievement are identified early, and there are very good support systems in place to enable them to achieve as well as their peers. As with the other groups of pupils, they make good progress throughout the school and their attainment is good in relation to their different starting points and capabilities.
In the questionnaires that came back from parents, the vast majority thought that their children were generally making good progress. Some parents told inspectors that they did not have sufficiently detailed knowledge and evidence as to how well their children are doing in school. The school is in the process of establishing an improved method of sharing learning goals and tracking progress that is intended to provide greater individual detail. It has not yet shared this sufficiently with parents to allay their concerns, and this is an urgent issue.
Pupils said that instances of bullying are very rare and they are clear that when such behaviour happens it is dealt with well, although they did think some children could be nicer to each other in the playground. They said they felt happy and safe in school and know who to ask for help. They have a good understanding of the importance of making healthy eating choices and taking regular exercise, and have good opportunities for energetic activities both in and out of lessons.
The school makes a satisfactory overall contribution to community cohesion across the three strands of ethnicity and culture, faith, and socio-economic background. It is best within the pupils' own and local communities, but pupils are less aware of how children and their families from other areas, backgrounds and heritages contribute to life in the diverse society that is modern Great Britain.
Governors have a good understanding of the priorities for improvement. However, governance is satisfactory overall because not all governors are in a good position to effectively support the school and appropriately challenge its performance.
School attendance was exceptionally low at the time of the last inspection. It is now above the national average. This success and the way that the staff have managed to improve standards and maintain good progress in spite of staff turbulence provide clear evidence of the schools' good capacity to improve further.
Effectiveness of the Early Years Foundation Stage
The Early Years Foundation Stage is effective in providing a good standard of education for the small number of children who are of reception age. Currently these children have made good progress and are at a standard above the expectations for their age group. In addition to good personal and social development, children show above average levels of language, literacy and numeracy skills. For example, they speak confidently and clearly when in lessons which include pupils from older age groups. Teaching is good: both the teacher and support staff have high expectations and teach in a lively way which motivates the children, although occasionally activities go on for too long. There are good links with pre-school providers and children are accurately assessed when they join Reception. Thereafter, the school tracks their progress against the early learning goals well, and keeps parents well informed. Children's welfare is given a high priority, and this contributes to their security and good learning. The Early Years Foundation Stage leader plans well, working in close conjunction with support staff to provide children with a seamless transition to Year 1.
What the school should do to improve further
- Improve the tracking of pupils' progress, and make sure that parents are made fully aware of the outcomes.
- Ensure that pupils have greater first-hand awareness about how children and their families from other backgrounds and heritages contribute to life in Great Britain.
- Ensure that governors are in a better position to support the school effectively whilst challenging its performance.
Achievement and standards
Pupils' achievement is good. When pupils first come to the school at around the age of four they broadly have the skills and knowledge expected for their age, though the range can be wide and varies annually because the year groups are so small.
Standards as measured by Year 2 and Year 6 national tests are above average. There are some differences in attainment between boys and girls, but these tend to be a reflection of their different starting points. All groups of pupils make equally good progress throughout the school.
Personal development and well-being
The school has close links with the local church, which pupils visit regularly, and the local clergy come into school on a regular basis. Through assemblies and class teaching, values are explicitly talked about and emphasised and this has a beneficial effect on the pupils' good spiritual, moral and social development. Cultural development is also fostered well by visits and musical activities.
The school council takes its responsibilities seriously and is clear that it has a role in helping to make improvements to the school and in raising funds to improve the lives of others. Currently only pupils from Years 5 and 6 are on the council and they would like younger children to be able to join them and to learn more about how to save money and make it 'grow'.
The youngest children show a good level of independence in choosing learning activities and are confident. They are very keen to talk about what they are doing and complete tasks with enjoyment and success. In the oldest year groups pupils are given roles and responsibilities throughout the school. However, there are few opportunities for pupils to develop and extend these roles for themselves.
Quality of provision
Teaching and learning
In many of the books seen during the inspection, but not in all cases, the marking was good, giving encouragement, pointing out what has been done well and making suggestions for further improvement. Lesson objectives are clear and shared with pupils so that they know what they are doing as a class and why. Teachers assess the progress that pupils make in lessons and adjust the next planned session accordingly. Non-teaching staff are used extremely well to support the learning of those pupils who need extra help.
Curriculum and other activities
Planning and provision in the Early Years Foundation Stage are good: children are given a broad range of learning opportunities with an appropriate balance between adult-led and independent activities, enabling them to make good progress.
Likewise the curriculum throughout the rest of the school is good, particularly through topic work and where pupils have the opportunity to solve problems and find out things for themselves, whether as individuals or in small groups.
Pupils said they enjoyed the range and types of enrichment activities such as cookery and gardening. Very few of them enjoyed being in the brass group, which is currently a compulsory activity.
Care, guidance and support
Child protection and health and safety systems are firmly in place and the positive ethos of the school has a clear impact on the good personal development and well-being of the pupils. Support for those children who are most vulnerable is extremely good due to the close working relationship that the school has with other agencies and services. It is rightly held in high regard by them in these activities.
In Key Stage 2, pupils have effective shared targets for their numeracy group and individual ones in literacy. However, these are very new developments and there are missed opportunities to share individual targets with pupils more frequently and in more subject areas. Consequently, older pupils do not always have enough information on what they need to do next in order for them to take a greater responsibility for their own progress and learning.
Leadership and management
The school development plan is appropriately focused on raising standards and has correctly identified some important initiatives to support improvement. All teachers are responsible for different areas of learning and work cooperatively to enhance the learning for pupils, building on each other's strengths. Effective monitoring and development of teaching have improved teaching and learning so that they are now consistently good across the school. Successful assessment and tracking systems mean the school knows just how well individual pupils are doing. These systems are currently being remodelled so that the information gathered is more accessible within the school.
The governors have a good understanding of the priorities for improvement and much has been accomplished in a short space of time to rectify weaknesses. They are actively involved in the work of the school and have a willingness and capacity for further improvement. They are currently not in a good position to effectively support and appropriately challenge leaders and managers. This is because they are not yet fully conversant with their roles and responsibilities, and the limitations of their remit. Training had been planned on these aspects but this has been delayed due to circumstances beyond the control of the school.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||2|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||2|
|The capacity to make any necessary improvements||2|
Effectiveness of the Early Years Foundation Stage
|How effective is the provision in meeting the needs of children in the EYFS?||2|
|How well do children in the EYFS achieve?||2|
|How good is the overall personal development and well-being of the children?||2|
|How effectively are children in the EYFS helped to learn and develop?||2|
|How effectively is the welfare of children in the EYFS promoted?||2|
|How effectively is provision in the EYFS led and managed?||2|
Achievement and standards
|How well do learners achieve?||2|
|The standards¹ reached by learners||2|
|How well learners make progress, taking account of any significant variations between groups of learners||2|
|How well learners with learning difficulties and/or disabilities make progress||2|
Personal development and well-being
|How good are the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||2|
|The extent to which learners enjoy their education||2|
|The attendance of learners||2|
|The behaviour of learners||2|
|The extent to which learners make a positive contribution to the community||2|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||2|
The quality of provision
|How effective are teaching and learning in meeting the full range of learners' needs?||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||2|
|How well are learners cared for, guided and supported?||2|
Leadership and management
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||2|
|How effectively leaders and managers use challenging targets to raise standards||2|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||2|
|How well does the school contribute to community cohesion?||3|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||3|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
Text from letter to pupils explaining the findings of the inspection
25 March 2009
Inspection of Compton Dundon Church of England Primary School, Somerton, TA11 6TE
Thank you for being so welcoming and helpful when we came to inspect your school. We agree with you that your school is good. A special big thank you to all those of you who shared your thoughts and took care of us on the playground and in class.
Your teachers work hard to make your lessons interesting and they expect a lot from you. You told us that behaviour has improved and that you know what is expected of you. You work hard, behave well, understand what you are being taught and reach good standards in your work. You are excellent ambassadors for your school.
To make your school even better we have asked your headteacher to make sure that:
- you and your parents have a better understanding of how well you are doing
- you get to understand more about the lives of other children and their families from different backgrounds and heritages who live in Great Britain
- the governors are provided with further training so they can help the school even more.
You can do your bit to help by continuing to do your best and by being kind to each other. You all work very hard as a team and enjoy your achievements. Well done! I wish you all the best for the future.
Her Majesty's Inspector