Quethiock CofE School

What Ofsted said

From the inspection on 15 June 2022

The 'small school with a big heart' captures the inclusive and welcoming ethos of Quethiock Church of England Primary School. There is a strong sense of community and belonging at the school. This is underpinned by the school's Christian values. Pupils are proud of their school and passionate when they describe the impact it has on them. Parents and carers are overwhelmingly positive. They are appreciative of the impact the school and its staff have had on their child and family. Leaders are ambitious in their expectations of what pupils can achieve and how they behave. Pupils respond positively to this. Attitudes to learning are strong. Pupils learn without disruption. As a result, the school has a positive and calm environment. Bullying is rare. Should any bullying occur, pupils trust adults to deal with it swiftly Leaders develop pupils' wider learning through a varied and rich range of opportunities and experiences. These include strong links with the local community, residential visits to London and Cardiff, as well as camping in the wild and holding roles of responsibility within the school. As a result, pupils increase in their confidence, independence and resilience well. They are well prepared for life beyond Quethiock.

What the school should improve

• Some subjects in the wider curriculum are not developed as well as others. As a result, pupils do not learn as well as they could, and leaders do not have an accurate view of how well the subject is being taught. Leaders need to ensure that weaker areas of the curriculum are developed and implemented to the same quality as more successful areas, so that pupils know more and remember more.
• In some aspects of teaching, in some subject areas, there is not a consistent understanding of how learning is sequenced effectively. Where understanding of this is secure, pupils learn more successfully. Leaders need to ensure that all teachers have a secure understanding of how learning is sequenced so they can successfully build on prior learning and pupils remember more over time.
• There is not a wholly consistent approach to how staff support pupils to meet the high expectations of their behaviour and attitudes to learning. As a result, pupils can receive different responses from different staff. Although there are no concerns around behaviour, leaders need to ensure that there is consistency in how staff manage it, so that pupils continue to feel safe and clearly understand the high expectations staff have of them.

Read the full Ofsted report (opens in a new tab)