School etc

East Brent Church of England First School

East Brent Church of England First School
Church Road
East Brent

phone: 01278 760490

headteacher: Ms Nicola Hare


school holidays: via Somerset council

74 pupils aged 4—8y mixed gender
90 pupils capacity: 82% full

40 boys 54%


35 girls 47%


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: 334466, Northing: 151938
GPS coordinates
Latitude: 51.263, Longitude: -2.9406
Accepting pupils
5—9 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 5, 2013
Diocese of Bath and Wells
Region › Const. › Ward
South West › Wells › Knoll
Village - less sparse
Free school meals %

rooms to rent in Highbridge

Schools nearby

  1. 0.1 miles Rossholme School TA94JA
  2. 1.1 mile Brent Knoll Church of England Primary School TA94EQ (125 pupils)
  3. 1.6 mile Lympsham Church of England Voluntary Controlled First School BS240EW (109 pupils)
  4. 2.5 miles Burnham-on-Sea Infants' School TA81JD (231 pupils)
  5. 2.6 miles Southleigh Kindergarten TA82BY
  6. 2.7 miles St Christopher's School TA82NY
  7. 2.8 miles Berrow Church of England Primary School TA82LJ (211 pupils)
  8. 2.9 miles St Andrew's Church of England Voluntary Controlled Junior School TA81ER (319 pupils)
  9. 2.9 miles Mark Church of England VC First School TA94QA (132 pupils)
  10. 3 miles St Joseph's Catholic Primary School and Nursery TA81LG (276 pupils)
  11. 3 miles Isleport School TA94QX
  12. 3.1 miles Beechfield Infant School TA93JF
  13. 3.1 miles St John's Church of England Junior School TA93JF
  14. 3.1 miles The King Alfred School TA93EE (1314 pupils)
  15. 3.1 miles Churchfield CofE VC Primary School TA93JF
  16. 3.1 miles Churchfield Church School TA93JF (429 pupils)
  17. 3.5 miles Mark College TA94NP (73 pupils)
  18. 3.7 miles Keys Education TA94RL
  19. 4 miles East Huntspill School TA93PT (48 pupils)
  20. 4 miles Weare Church of England First School BS262JS
  21. 4 miles Weare Academy First School BS262JS (137 pupils)
  22. 4.1 miles West Huntspill Community Primary School TA93QE (68 pupils)
  23. 4.2 miles Oldmixon Primary School BS249DA (236 pupils)
  24. 4.3 miles Hutton Church of England Primary School BS249SN (206 pupils)

List of schools in Highbridge

School report

East Brent Church of England First


Church Road, East Brent, Highbridge, TA9 4HZ

Inspection dates 5–6 December 2013
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:

Pupils, including children in the Early Years
Pupils behave well and the large majority
High-quality support is provided for pupils
The school makes good use of the pupil
Foundation Stage, achieve well and make
good progress. They attain standards that are
above those expected when they leave the
school at age nine.
have positive attitudes to learning. They say
that they feel very safe in school and
understand how to keep themselves safe.
with special educational needs and
particularly for those with very complex
needs and disabilities.
premium to support eligible pupils and their
attainment matches that of other pupils in the
Leadership and management are much
The good quality school development plan
New leaders and managers are providing
The school makes very strong provision for
improved. The acting headteacher has a very
clear vision shared by the whole team. She is
working closely with the governing body to
drive forward school improvement.
shows that the school has an accurate view of
its strengths and weaknesses.
strong support for the improvements taking
place across the school and the quality of
teaching has improved significantly over the
last 18 months.
pupils’ spiritual, moral, social and cultural
development within a broad curriculum.
Although much improved, the quality of
teaching is still not outstanding enough to
make sure that pupils receive challenging
tasks so that progress in reading in Years 1
and 2 or in writing in Years 3 and 4 is as
good as in other subjects.
Although pupils’ work is marked frequently,
pupils are not involved enough in checking
their own progress against their targets.

Information about this inspection

  • The inspector observed 11 lessons or parts of lessons taught by three teachers. Some of these
    were observed jointly with the acting headteacher.
  • Meetings were held with the acting headteacher, members of the teaching staff and
    representatives of the governing body. A telephone conversation was held with a representative
    of the local authority. Members of the support staff and lunchtime staff were also spoken to.
    Meetings were held with a group of pupils and pupils were spoken to at break and lunchtimes.
  • The inspector observed the work of the school and analysed pupils’ work alongside members of
    staff, including the acting headteacher and head of school.
  • The inspector analysed school data, examined the school’s own evaluation of its effectiveness
    and the school development plan, and looked at reports from external consultants. He also
    reviewed other school policies such as those relating to safeguarding.
  • A large group of parents and carers were spoken to at the start of the school day and the
    responses of the 35 parents and carers to the online survey, Parent View, were analysed. The
    responses to the nine questionnaires received from members of staff were also noted.

Inspection team

Stephen Lake, Lead inspector Additional Inspector

Full report

Information about this school

  • This school is much smaller than most schools and serves mainly the local village although
    amost a third of pupils come from nearby towns.
  • Almost all pupils are White British.
  • Around one sixth of pupils are known to be eligible for the pupil premium (extra money given to
    the school by the government, linked mainly to the pupils known to be eligible for free school
    meals). This proportion is well below average.
  • The proportion of disabled pupils and those with special educational needs supported through
    school action is broadly average. The proportion supported at school action plus or with a
    statement of special educational needs is also broadly average. The main difficulties are speech,
    language and communication needs with a few pupils who have very complex needs including
    some physical disabilities.
  • The school currently has an acting headteacher who also teaches for two days a week. All other
    teachers are new to the school since September 2012.

What does the school need to do to improve further?

  • Improve the quality of teaching and raise achievement in reading in Years 1 and 2 and in writing
    in Years 3 and 4 to match that in mathematics by:
    completing the review of how the teaching of phonics (the sounds that letters make) is
    organised in order that all pupils learn more effectively
    making sure pupils are more involved in the marking of their work and checking their progress
    against the targets set for them
    building upon the good practice found in some parts of the school to improve the quality of
    writing so that information on what pupils already know and can do is used to provide tasks
    that challenge all pupils to achieve their best
    making sure that teachers give enough emphasis, when marking, to the quality and
    consistency of handwriting.

Inspection judgements

The achievement of pupils is good
  • Attainment on entry to the school varies from year to year due to the small cohorts but it is
    usually typical for that age. In the last few years the progress made by children has improved
    and this improvement is being sustained so that they achieve well and start Year 1 well prepared
    for learning.
  • Attainment is above average in the national assessments by the end of Year 2 but attainment
    in writing is further above the national average than attainment in reading. The acting
    headteacher noted that in the past assessment of pupils’ attainment and progress had not
    always been reliable and so a robust system of confirming assessments alongside teachers from
    other schools, and internally, has been introduced. This is making sure that assessments are
    now rigorous and accurate.
  • These regular assessments show that pupils are making good progress and the teaching of
    phonics is now stronger. The school has already identified that some changes to the organisation
    of phonics groups are necessary in order to improve the quality of learning and raise attainment
    in reading in Years 1 and 2 to match the attainment in mathematics.
  • Pupils build well upon their prior attainment and make good progress in Years 3 and 4 so that
    their attainment is above that expected when they leave the school at age nine. Nevertheless,
    there are some gaps in their learning from earlier years and despite the improved teaching,
    attainment in writing remains lower than that in reading and mathematics.
  • In the most recent check on phonic skills, fewer Year 1 pupils than average reached the required
    standard. Many of those who did not reach the standard had started the school with low-level
    communication skills. In the national assessments at the end of Year 2, pupils reading is broadly
    average but strong measures are taken to improve this in Years 3 and 4 and by the time pupils
    leave the school at age nine their reading skills are above those normally found.
  • Those pupils supported by the pupil premium receive good quality targeted support to enable
    them to make accelerated progress. As a result their attainment is now the same in English and
    mathematics as that of other pupils in the school.
  • Disabled pupils and those who have special educational needs are supported very well by
    knowledgeable and effective teaching assistants. This enables those who are capable to be fully
    included in lessons. Those pupils with very complex needs and disabilities make outstanding
    progress against the targets set for them although their attainment is significantly below that of
    other pupils.
The quality of teaching is good
  • The almost complete change of teaching staff has strengthened the teaching considerably with
    teaching now much more consistently good and with some that is outstanding.
  • Teachers work very hard to make lessons stimulating so that pupils want to learn. Pupils are
    engaged and motivated by the way that teachers present and teach the well-planned curriculum.
    For example in a science lesson, pupils made outstanding progress as they designed a model of
    a ‘doggy doorbell’ that would alert an owner when the dog wanted to come in.
  • The school has identified gaps in pupils’ prior learning that are limiting the quality of writing. For
    example too few use powerful verbs or adjectives in their writing and too few of the more able
    use enough complex writing techniques such as alliteration or drop-in clauses to enhance their
    writing. This is being addressed through short daily sessions that concentrate on specific areas.
  • In a Years 3 and 4 lesson the progress pupils made in improving writing was evident for all. For
    example, when asked to improve a sentence containing the phrase ‘the girl cried’, a pupil
    thought about the verb and changed it to ‘whined’. Nevertheless this emphasis is not consistent
    across the school.
  • Although targeted activities are improving the quality of writing rapidly, less time is being taken
    to improve the handwriting and too many pupils are still not writing in a well-formed joined
    cursive style by the end of Year 4.
  • In a few lessons information on what pupils already know is not used well enough to provide
    tasks that meet the needs of all pupils. For some the work is too hard and for some too easy
    and this negatively affects learning.
  • Pupils’ spiritual, moral, social and cultural development is enhanced by the way in which the
    broad curriculum is taught. For example, pupils’ empathy for others was developed well in a
    lesson for Reception and Year 1 where a good discussion took place on how the father in the
    story ‘Peace at Last’ felt when he was unable to find anywhere quiet enough to sleep.
  • Teachers mark pupils’ work frequently and regularly. They note the next steps in pupils’ learning
    and most pupils follow these up to correct their work. Assessment information is used well to set
    targets for pupils’ achievement but these are not set down in such a way that pupils can check
    their own work against the targets to see if they have met them.
  • Teaching assistants give particularly effective support to disabled pupils and those who have
    special educational needs to keep them included in lessons. They work in close partnership with
    teachers and offer support to groups of all abilities and help manage behaviour. This has
    contributed greatly to the improvements in behaviour that have taken place over the last year or
  • A minority of those parents and carers who responded to Parent View did not agree that they
    received valuable information on their child’s progress. Inspection evidence shows that reports
    issued by the school are comprehensive and detailed but judgements about pupils’ achievement
    and progress are not always completely clear. The acting headteacher agrees and is already
    reviewing the format of the reports written by teachers.
The behaviour and safety of pupils are good
  • The large majority of pupils behave very well. Behaviour in and around the school at playtime
    and lunchtimes and before and after school is consistently good. All groups spoken to, especially
    the pupils, agreed that behaviour has improved considerably over the last 18 months.
  • The revised procedures for promoting good behaviour are understood by pupils. The number of
    minor behaviour incidents noted in the log has reduced considerably and disruption to the
    learning of others by a few pupils is now much less frequent. Nevertheless for a few pupils their
    own learning is slowed by their lower level of concentration and their weaker learning skills. This
    is what is stopping behaviour from being outstanding.
  • Pupils understand how to keep themselves safe and know about avoiding cyber bullying and
    unsafe sites on the internet. They have a good understanding of the different types of bullying
    including discrimination and prejudice-based bullying.
  • Attendance is average. A robust approach to not authorising holidays in term time which has
    been introduced this year is already starting to reduce the percentage of pupils whose
    attendance causes concern.
  • Almost all those parents and carers who responded to Parent View and those spoken to agreed
    that behaviour is good. Some of those who help in school spoke of the exemplary behaviour
    seen when pupils go out of school on visits.
The leadership and management are good
  • The acting headteacher and the governing body are ambitious for the school and along with all
    the staff share a strong desire and vision to make the school the best it can be. This has been a
    key factor in the recruitment of strong staff who share that same ambition and work as an
    effective and cohesive team.
  • Governors recognised that progress was not good enough some 18 months to two years ago
    and sought support from the local authority. For a 12-month period intensive support from a
    local leader in education was provided but this has now reduced to a light touch because the
    acting headteacher and the new teachers have made considerable improvements. All leaders
    and managers recognise that it is too early to see the full impact of their work but the new
    teachers have taken on the management and leadership of subjects well which is contributing to
    the continuing improvement.
  • Good quality training for all staff is linked closely to the targets set for teachers that are used to
    determine progression along the salary scale. The links with the school providing the continuing
    light-touch support offer further opportunities for staff to share best practice.
  • The procedures for checking on the progress of individual pupils have been strengthened and
    improved. Good quality information enables early identification of those pupils who may need
    additional support. Senior staff monitor the progress of all pupils frequently in order to be sure
    that they are receiving equal access to the curriculum and to prevent discrimination.
  • The school has an accurate view of its strengths and weaknesses and uses this information well
    in a good quality school development plan. The areas for development are clearly identified and
    shared with all staff and governors so that they can contribute to achieving the targets set. This
    has contributed to the many improvements that have taken place. The school clearly has the
    capacity to improve further.
  • The broad and rich curriculum makes strong provision for pupils’ spiritual, moral, social and
    cultural development. This is seen in the school’s good record in winning singing and dancing
    competitions over a wide area. After-school sports clubs have recently been extended using the
    grant for primary school sports. In addition teachers are receiving additional training and
    professional development in order to sustain the impact after the grant ceases.
  • Procedures for child protection meet requirements. Training in safeguarding and child protection
    is up to date for staff and governors and the school takes all reasonable steps to keep pupils
  • The governance of the school:
    The governing body gives clear direction to the work of the school. Governors visit the school
    regularly and question how well pupils are learning and why. In this way they gain an
    understanding of the quality of teaching.
    They have taken a measured view and received good advice in dealing with the appointment
    of a permanent headteacher. Parents and carers spoken to indicate that the large minority
    who indicated in Parent View that they did not agree that the school was well led and
    managed are concerned because they do not know when a permanent headteacher will be
    appointed. Governors are already aware of this and are reviewing their systems for
    communication with parents and carers but are also aware that some matters cannot be
    shared fully until the process is complete. They have recently appointed an external consultant
    to provide additional reports on the quality of teaching and assist them in the process of
    appointing a permanent headteacher.
    Governors undertake suitable training to improve their skills. They analyse data on school
    performance well and understand how this information is used to reward teachers for good
    performance or indicate where additional training may be required. They know how the school
    is setting targets for teachers to improve their practice. Governors manage the budget well
    and check on the impact of specific funding such as the pupil premium or the new primary
    school sports funding.

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.

School details

Unique reference number 123809
Local authority Somerset
Inspection number 426762
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 75
Appropriate authority The governing body
Chair Beverley Lloyd-Jones
Headteacher Nicola Hare
Date of previous school inspection 17–18 January 2012
Telephone number 01278 760490
Fax number 01278 760168
Email address reveal email: off…


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