Horrington Primary School

What Ofsted said

From the inspection on 31 January 2024

Horrington primary has been through a turbulent time. There have been recent changes to leadership, staffing and the way in which classes are organised. Leaders have a strong vision and high expectations. Pupils are adapting well to the new arrangements. There is a clear plan of action to increase pupils' knowledge of the school's curriculum. However, currently, pupils do not achieve as well as they should. The personal development of pupils is a strength of the school. Pupils take part in sporting competitions and events. These develop their confidence and resilience. Pupils make visits to places of interest, such as Glastonbury Abbey and events, such as Wells Literature Festival. Through opportunities such as these, they develop a broad understanding of life beyond their village. Pupils attend well. They are inquisitive about the world around them and are eager to share their learning. They know that a trusted adult will help them if they have any worries. Pupils are proud of the responsibilities they hold. These include being school councillors and house captains. Pupils develop independence through such leadership positions. Pupils understand what it means to be a good role model. Older pupils are 'buddies' to the youngest children and help them to settle into school.

What the school should improve

• In many subjects, the curriculum is not fully developed or implemented as intended. Consequently, pupils are not supported well enough to build their subject knowledge over time. The school and the trust should ensure that the curriculum in all subjects is well designed and implemented.
• Where the curriculum is established, the use of assessment is not sufficiently developed to check that pupils have learned the curriculum. Therefore, gaps in pupils' understanding are not identified and rectified. The school needs to ensure that the use of assessment supports pupils to learn successfully.
• The school has not ensured that expected routines and learning behaviours are consistently applied. As a result, some poor behaviour disrupts learning. The school should ensure that the agreed approach to managing pupils' behaviour is put in place and understood by all.
• The school does not always identify the needs of pupils with SEND promptly. As a result, pupils do not receive the support they need in a timely manner. The school should ensure that all staff have the skills to identify the needs of pupils and support them effectively.

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