Somerford Primary School

What Ofsted said

From the inspection on 28 April 2026

Children get off to a great start in the early years and learn the curriculum effectively. They are well prepared for Year 1. Pupils' experiences in key stages 1 and 2 are mixed. Over time, pupils have not gained the knowledge and skills that they need to be well prepared for secondary school. Leaders now successfully address shortfalls in the curriculum and teaching head-on. Pupils recognise the improvements in the school. For example, older pupils know that staff's expectations of what they can achieve are on the rise. However, there remain some weaknesses in the implementation of the curriculum across subjects and classes. As a result, some pupils, including those who are disadvantaged, have gaps in their knowledge. Pupils work hard in lessons. Staff have high expectations of pupils' conduct and behaviour at social times. Typically, pupils show pride in their work and behave well. Pupils are respectful to one another. Any conflicts are usually short-lived and resolved quickly. Across the school, pupils benefit from warm relationships and caring support. Pupils gain trusted relationships. They feel a strong sense of belonging to the school family. Parents and carers recognise the warm welcome their children receive. The school works effectively to remove barriers that some pupils have. Young carers receive a bespoke package of support and enrichment, for example. Pupils who find managing their emotions difficult receive individualised support. This enables these pupils to grow personally and understand the importance of boundaries and keeping safe. There are many opportunities to broaden pupils' experiences and develop leadership skills. For example, pupils develop their responsibilities through being house captains and wellbeing and anti-bullying ambassadors. Pupils enjoy residential visits where they develop teamwork and resilience. Pupils participate in many visits, such as to the beach, that provide them with new and interesting experiences.

What the school should improve

• Leaders must ensure that pupils' attainment in reading, writing and mathematics continues to rise so that pupils, including those who are disadvantaged, are well prepared for their next stage of education.
• Leaders should ensure that all staff have expert subject knowledge in the subjects and phases they teach so that the curriculum in key stages 1 and 2 is delivered consistently well.
• Leaders and governors need to ensure that there is stringent oversight of all aspects of curriculum implementation, including in the 'Forest Den' and in the wider curriculum subjects, so that the curriculum continues to improve.
• Leaders should continue to develop and refine the writing and mathematics curriculums to ensure that there is sufficient opportunity for pupils to deepen their understanding of more complex concepts as soon as they are ready.

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