|Name||St Georges Church School|
|Address||Pastures Avenue, St Georges, Weston-Super-Mare, BS22 7SA|
|Religious Character||Church of England/Methodist|
|Number of Pupils||243 (53.1% boys 46.9% girls)|
|Number of Pupils per Teacher||23.2|
|Academy Sponsor||The Bath And Wells Diocesan Academies Trust|
|Local Authority||North Somerset|
|Percentage Free School Meals||18.1%|
|Percentage English is Not First Language||5.3%|
|Pupils with SEN Support||15.6%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
St Georges Church School is a smaller than average-sized primary school.
The school joined the Bath and Wells Multi Academy Trust in September 2016. The trust consists of 30 primary schools that are clustered into four hubs in North Somerset, Bath, Taunton and South Somerset. Each school has a local governing board which is responsible for budget and management reporting, staff and pay, performance and curriculum, admissions, pupil behaviour and safeguarding.
The headteacher was appointed in September 2018. The school has Nursery provision, providing full day, morning and afternoon places. Pupils are predominantly from a White British background.
The proportion of disadvantaged pupils supported by the pupil premium is above the national average. The proportion of pupils who speak English has an additional language is below the national average. The proportion of pupils with SEND is slightly below the national average.
The proportion of pupils who have an education, health and care plan is below the national average. The school has a breakfast club. The provision is managed by the school.
Summary of key findings for parents and pupils
This is a good school Since her appointment, the headteacher has worked effectively to drive improvements in teaching and learning. Leaders ensure that pupils have every opportunity to succeed. They are passionate about providing a good education and care for all pupils.
Senior and experienced leaders monitor teaching and pupils’ progress closely. This provides an accurate picture of strengths and weaknesses. Leaders and governors make sure that a broad range of clubs and activities enrich pupils’ experiences across the curriculum.
Children in early years are well cared for. They make a positive start in the Nursery and Reception classes. As a result, they are well prepared for the next stage in their education.
Leaders ensure that the promotion of equality, together with pupils’ spiritual, moral, social and cultural (SMSC) development, is a thread which weaves effectively through all aspects of school life. Teaching assistants make a positive contribution to pupils’ progress. They use questioning skilfully to support and challenge pupils.
Pupils are safe and know how to stay safe. Safeguarding is effective. Pupils behave well and enjoy school.
They play happily together regardless of their age, gender or background. They are proud to attend school and their behaviour reflects this. Teaching, learning and assessment across the school are good because of the decisive and effective action taken by senior leaders.
Therefore, different groups of pupils, including disadvantaged pupils, achieve well. A small proportion of teaching and assessment in mathematics is failing to provide some lower-ability pupils with enough challenge. This is hindering the development of their reasoning skills.
Teachers put their knowledge of what pupils understand and can do to good use. As a result, pupils write with the skills and complexity expected for their age. However, accurate spelling, grammar and punctuation are not consistently embedded across subjects.
Most parents and carers are positive about the school. However, further work is required to fully strengthen partnerships. Some middle leaders have not developed their skills fully to ensure that their work has a positive impact on school improvement and pupils’ outcomes.