Wembdon St George's Church School

What Ofsted said

From the inspection on 31 March 2026

This school has a nurturing and compassionate ethos. Pupils feel safe and well cared for by staff. They typically show kindness and respect to one another. This helps pupils to enjoy their learning and attend well. Nevertheless, the high number of changes in staffing has meant that some pupils have experienced disruption to their educational journey. This has meant the quality of teaching has been too variable in key stages 1 and 2. As result, many pupils do not learn the curriculum well. For too long, pupils have not gained the knowledge they need to be fluent writers or to be confident with their times tables. This means they are not ready for their next stage of education. While pupils with special educational needs and/or disabilities (SEND) typically play a full part in school life and have their needs met, some disadvantaged pupils do not achieve as well as they could. Pupils generally behave well in the classroom. At social times, pupils use a range of equipment sensibly in a variety of activities to promote teamwork. They trust staff to help them if they have any concerns. In the words of one pupil, 'The adults give us good advice'. Bullying is not common but staff deal with it effectively when it occurs. Pupils enjoy a suitable range of experiences beyond the academic curriculum. Pupils develop their leadership skills through roles such as young librarians, play leaders and become members of the school parliament. In the early years, children welcome expert visitors, such as to enhance their learning about animals. Pupils become more independent and confident through a residential. Pupils develop a secure knowledge of how people can be different through assemblies and lessons. For example, they recognise that some of their peers require more support to help them with learning or behaviour. This helps pupils to become well-rounded and tolerant individuals.

What the school should improve

• Leaders should ensure that teachers are supported to teach the curriculum consistently well and have high expectations of what pupils can do, taking into account pupils’ differing starting points.
• Leaders should ensure that pupils secure the essential knowledge they need to write well across the curriculum, including addressing any historic gaps that they may have, so that more pupils meet the expected standard in writing by the end of key stage 2.
• Leaders should further strengthen relationships with staff and parents to ensure that changes in the school are understood and there is a shared vision of the school's improvement journey.
• Leaders and staff should rigorously monitor the progress of pupils with special educational needs and or disabilities and disadvantaged pupils to consistently ensure that any barriers to success are swiftly and effectively addressed to help these pupils to learn well.

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