Midsomer Norton Primary School

What Ofsted said

From the inspection on 31 March 2026

Pupils enjoy being part of this welcoming and inclusive school. They feel safe because staff are caring and kind. Staff take the time to understand pupils’ individual needs and circumstances. This helps pupils to develop positive attitudes to school and supports regular attendance. Across the school, pupils consistently demonstrate the core values of kindness, fairness and respect. They treat one another equally and readily offer help to others. Clear routines start in the early years and continue throughout the school. This helps the school day run smoothly. Pupils trust staff to deal with any concerns that arise, including bullying, quickly and fairly. The school provides meaningful experiences beyond the academic curriculum. These help pupils to develop their character, resilience and confidence. For example, a highlight for many is representing the school at the Dance Umbrella festival. Many pupils enjoy clubs, such as gardening, sewing and Japanese. Leaders ensure that disadvantaged pupils are fully included and able to take part, so that all pupils feel valued. Pupils willingly take on leadership roles. They serve as members of the eco committee and class ambassadors. These roles give pupils a strong voice and help them contribute significantly to school life. Pupils respond positively to their learning. Those who need extra help, including pupils with special educational needs and/or disabilities (SEND) and those attending the specially resourced provision for pupils with SEND, receive sensitive support so they can access learning alongside their peers. Leaders celebrate pupils’ achievements through gold awards and headteacher commendations. This helps motivate pupils to work hard and do their best. By the end of Year 6, most pupils meet or exceed national expectations. They leave the school as independent learners, ready for the next stage of education. Occasionally, inconsistencies in the teaching of early writing mean that some pupils do not secure fluent writing skills.

What the school should improve

• Leaders should ensure that the early writing curriculum is implemented consistently so that pupils develop accurate transcription skills and can apply them confidently to more complex writing tasks.
• Leaders should check the impact of improvement priorities more systematically, so they can evaluate precisely whether actions are bringing about the intended outcomes.

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