St Michael's Church of England Primary School

Age group 3–11 Inspection date(s) 7–8 November 2011 Inspection number 378700 St Michael’s Church of England Nursery and Primary School Inspection report

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Unique Reference Number 113407 Local Authority Devon Inspection number 378700 Inspection dates 7–8 November 2011 Reporting inspector Alison Cogher

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 443 Appropriate authority The governing body Chair Jeff Williams Headteacher Martin Harding Date of previous school inspection 12–13 May 2009 School address Church Street Kingsteignton Devon TQ12 3BQ Telephone number 01626 352854 Fax number 01626 334379 Email address admin@st-michaels-pri.devon.sch.uk Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 2 of 15

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please

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telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 3 of 15

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Introduction

This inspection was carried out by four additional inspectors. The inspectors visited 27 lessons and observed 15 teachers. Parents and carers were spoken to and meetings were held with the headteacher and other school staff with leadership responsibilities, with members of the governing body and pupils. Inspectors observed the school’s work, and looked at school documentation, including pupils’ progress tracking data, evidence of the school’s self-evaluation, curriculum planning information and pupils’ work. They also analysed questionnaires from staff, pupils and 139 from parents and carers.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 How well boys and pupils born in the summer months are supported to attain well in the Early Years Foundation Stage and Years 1 and 2.  The extent to which pupils take responsibility for their own learning and the match of the curriculum to the needs and abilities of all pupils.  How well leaders at all levels use assessment and monitoring information to secure school improvement.

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Information about the school

This is a larger than average-sized primary school. Almost all pupils are of White British heritage and a very few speak English as an additional language. A below average proportion of pupils are known to be eligible for free school meals. The proportion of pupils with special educational needs and/or disabilities is average. There are an above-average proportion of pupils with a statement of special educational needs. The school has very recently been federated with St Catherine’s Church of England (VA) School in Heathfield. The school has been accredited with the BECTA award for outstanding commitment to information and communication technology (ICT), the Healthy School Plus Award and the full International School Award. Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 4 of 15

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

St Michael’s is an outstanding school. ‘The school has exceeded our expectations and staff are extremely professional and give so much care and attention to pupils and their parents too,’ and ‘I am really happy with the progress my children are making and they are really happy at school,’ were typical of the views expressed by the very large majority of parents and carers who returned the questionnaire. Since the last inspection, the school has unstintingly focused on improving the quality of education it provides. As a result, teaching has improved and the excellent curriculum provides an exceptionally wide range of learning opportunities that supports pupils’ academic and personal development very well. Pupils use their literacy, numeracy, and information and communication technology (ICT) skills with confidence to support their learning in other subjects. The school’s Christian values, including the

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Main findings

promotion of personal and social responsibility at all times, supports pupils of all ages in developing a ‘can do attitude’ to their learning.

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Main findings

From levels of development that are typically below those expected on entry, pupils, including those with special educational needs and/or disabilities, make equally good progress because of effective teaching and the school’s very strong inclusive ethos. By the end of Year 6, attainment is above average and pupils’ overall achievement is good. School-based assessment data and pupils’ current work show that there is no marked difference of attainment between boys and girls or those born at different times of the year in any year group. Typically, pupils’ behaviour is excellent in lessons and around the school. They make an outstanding contribution to their school community, readily accepting roles of responsibility such as eco-school counsellors and peer mediators. Attendance rates are above average, and pupils report that they feel extremely safe at school and that they enjoy being there. Pupils’ above-average attainment and their outstanding personal development ensure they

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Main findings

are well prepared for the next stage of their education. Pupils’ outstanding spiritual, moral, social and cultural development strongly reflects the school’s Christian ethos and high expectations.

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Main findings

Teachers make good use of assessment opportunities in lessons and pupils’ progress information to plan activities that move pupils’ learning forwards at a good pace. This includes specific targeted support for individuals and groups of pupils who need additional help. Clear marking procedures and focused written and oral feedback ensure pupils understand how well they are doing and what they need to do next to improve. Too little time is provided, however, for pupils to take more responsibility for their day-to-day learning through checking their own and each other’s work. Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 5 of 15

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Pupils are actively encouraged to contribute their ideas in lessons but have few opportunities to develop their independent learning skills by generating their own questions and ideas for investigation in class topics.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The headteacher has succeeded in securing a shared commitment to continuous improvement, and morale is exceptionally high. Staff and members of the governing body are highly reflective and work extremely well together. The first-rate governing body is exceedingly well informed and provides a purposeful and appropriate balance of challenge and support for the school. School self-evaluation procedures are robust and the judgements made are accurate. Action planning for improvement makes very good use of the evidence gathered and is sharply focused on improving outcomes for pupils so that they are all supported to do their very best. A very strong improving trend has been established, particularly in respect of pupils’ progress and attainment. This, together with the significant improvements made since the last inspection, demonstrates the school’s outstanding capacity to improve further.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Although at an early stage, the links being forged with St Catherine’s Church of England (VA) Primary School are already very constructive and developing rapidly. The partnership work with this school and extensive links with the Church, other schools, and organisations and businesses in the local and wider community ensure pupils benefit from experiences the school alone could not provide. The school is a highly cohesive community with firmly established connections in the local area and excellent links with other schools nationally and internationally. Community cohesion is first-rate. The school adopts extremely effective safeguarding procedures and promotes equality of opportunity outstandingly well. A very wide range of procedures are in place to keep parents and carers informed about how well their children are doing and how they can support their learning, resulting in their very high levels of

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What does the school need to do to improve further?

 Improve the quality of teaching and pupils’ learning by:  planning opportunities in lessons for pupils to check their own and each other’s work  providing more opportunities for pupils to contribute to the planning of their own learning by posing questions and identifying their own lines of enquiry, including in the Early Years Foundation Stage.

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Outcomes for individuals and groups of pupils 1

Pupils respond enthusiastically in lessons and work very well together. They are particularly well motivated when teachers generate a real excitement for learning. For example, having modified the story of The Little Red Hen, Year 2 pupils used actions as well as words to tell their story. Boys and girls, including those pupils with special educational needs and/or disabilities, all fully engaged in the activity and their Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 6 of 15

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

enjoyment of their learning was very evident in their smiles and enthusiasm. Similarly, Year 5 pupils worked cooperatively and with good humour to explore the importance of being very specific when writing instructions for others if a task is to be completed successfully. Pupils are very comfortable with the use of ICT as a tool to support their learning and use digital cameras and personal notebooks with confidence.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Pupils are polite, courteous and keen to contribute to discussions. They are willing and able to respond sensitively to the differing ideas and views of others. Typically, their behaviour in lessons and around the school is exemplary. The exemplary work of the peer mediators illustrates the exceptional level of respect pupils have for each other and their willingness to modify their behaviour in response to the needs of others. Consequently, break-times are very enjoyable social occasions. Pupils’ understanding of how to keep themselves safe and the importance of leading a healthy lifestyle is exceptional. They enjoy their healthy snacks at break-time and a very large proportion of pupils walk or cycle to school. Large numbers of pupils take part in the many and varied sporting activities on offer during and after school. These features are reflected in the school’s Healthy Plus award. Pupils make a very

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

positive contribution to the school and wider community through the roles and responsibilities they take on and the very strong links to the Church and local groups. The school has been very proactive in ensuring pupils are provided with high quality, first-hand experiences of the richness and diversity of communities in other parts of the United Kingdom and in the wider world. This is reflected in St Michael’s International School award.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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The extent of pupils’ spiritual, moral, social and cultural development 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 7 of 15

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

Good teaching is the norm at the school and whole-school practices are largely consistently implemented. Occasionally, time is not managed effectively and in these lessons, pupils lose focus and the pace of their learning slows. Teachers use their good subject knowledge and understanding of how pupils learn most effectively, to plan stimulating lessons that are well matched to pupils’ needs. Activities are varied and resources, including the school grounds, are used well to motivate and engage pupils who generally work hard to complete tasks. Well-briefed skilled teaching assistants work very closely with teachers and make a significant contribution to pupils’ learning. Good use is made of questioning to check pupils’ understanding and to correct any misunderstandings. Very productive relationships ensure a real sense of purpose in classrooms that supports pupils’ good learning.

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How effective is the provision?

An extensive range of experiences are provided that enrich and extend pupils’ learning. Visits are eagerly anticipated and the school’s national and international links challenge pupils to consider less familiar aspects of the wider world. For example, as part of a whole-school project, pupils investigated housing in other countries and how the materials used reflect the cultures, weather and environmental conditions found there. Connections between subjects are actively pursued and ensure pupils’ learning is grounded in relevant experiences. The use of ICT is extremely well embedded, reflecting the school’s award in this area, so pupils use it as a tool to support their learning. For example, when considering how written instructions for washing hands should be ordered, pupils in Year 5 took a series of digital photographs to aid their thinking.

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How effective is the provision?

The school is extremely inclusive and pupils are known as individuals. They receive exceptional levels of care, guidance and support that are much appreciated by pupils and their parents or carers. The school counsellor provides pupils and their families with specifically tailored programmes of support. This work has secured some very positive outcomes in, for example, increased attendance rates and levels of self- esteem that have resulted in markedly improved learning for pupils. Exceptionally close working links with outside agencies ensure pupils receive extra support when they need it. Transition arrangements are extremely well managed so pupils move on confidently to their next school.

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How effective is the provision?

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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The effectiveness of care, guidance and support 1

Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 8 of 15

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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How effective are leadership and management?

A very strong culture of teamwork pervades the school and there is a very clear shared vision for the school’s future development and that of the school it is federated with. Monitoring and evaluation information, including the analysis of data, is used extremely well to guide the planning for whole-school improvement and has driven the work that has secured improvements in the curriculum and overall quality of teaching. The contribution made by the governing body to this work is extensive. Parents and carers are strongly encouraged to actively work with the school to support their children’s learning. Their views and ideas are keenly sought and valued. Safeguarding procedures exceed the recommended good practice guidelines. These are reflected in the excellent provision made to ensure pupils understand how to keep themselves safe, the work undertaken by the school counsellor and other staff to ensure pupils’ safety in and around the school and when out and about in the

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How effective are leadership and management?

community. The governing body is proactive in monitoring and evaluating the impact of the school’s safeguarding practice on pupils’ well-being.

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How effective are leadership and management?

The school’s very strong Church links are particularly supportive in underpinning pupils’ spirituality and the very supportive moral and social code that is woven throughout all aspects of the school’s work. Wider well-established links help to ensure community cohesion is excellent. Rigorous monitoring of pupils’ progress is used to identify pupils at risk of underachieving and those who need specific additional support. This information is used unswervingly to set challenging targets for improvement and to evaluate the impact of teaching. An improving trend of pupils’ progress and attainment, and of the quality of teaching, has been firmly established as a result of this approach, and plans to move the school forwards further in these areas are underway. This, together with the extremely effective use of resources and deployment of staff, demonstrates the school’s highly effective promotion of equality of opportunity for pupils and the outstanding value for money

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How effective are leadership and management?

These are the grades for leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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The effectiveness of safeguarding procedures 1

Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 9 of 15

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Early Years Foundation Stage

Good induction procedures and effective teaching ensure children settle quickly and happily when they start school. Systems to ensure children are cared for extremely well reflect those found in the rest of the school and mean that children feel safe and well cared for at all times. Teamwork is strong and all adults work well together to manage children in a consistent and supportive way so they develop into confident, well-behaved individuals. Children make good progress in the Nursery and Reception classes and the focused teaching of early literacy and numeracy skills ensures children are well prepared for their work in Year 1. Assessment information is used well to guide the planning of activities so that children find them interesting and engaging. For example, children in the Nursery enjoyed talking together and making a group picture as they recalled their experiences of Bonfire Night. Reception

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Early Years Foundation Stage

children worked together to create a musical composition using their voices to represent the sounds made by fireworks. They were excited to learn the meaning of the word ‘crescendo’ and responded with enthusiasm and understanding as the teacher conducted their performance. Good quality resources are well targeted to support children’s learning and, in the main, the planning of activities ensures children’s experiences are broad and reflect their interests and experiences. However, too few activities are planned that encourage children to explore and investigate for themselves or to use their imagination, particularly in the outdoor area. Clear and accurate self-evaluation guides planning to keep improvement moving at a good pace.

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Early Years Foundation Stage

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Almost all parents and carers who returned the questionnaire are pleased with their children’s experiences at school. A very large majority of those responding believe that the school keeps their children safe; that their children enjoy school; and that teaching is good. Positive comments included, ‘Our children are achieving well academically, socially and emotionally thanks to the hard work and dedication of staff – we are thrilled.’ Inspection evidence confirms these positive views. A very Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 10 of 15

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

small number of parents and carers expressed concerns but these were specific to individuals and did not reflect the views expressed by the vast majority. Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 11 of 15

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Michael’s Church of England Nursery and Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 139 completed questionnaires by the end of the on-site inspection. In total, there are 443 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 89 59 51 37 4 3 1 1 The school keeps my child safe 88 63 46 33 3 2 0 0 The school informs me about my child’s progress 81 58 51 37 5 4 0 0 My child is making enough progress at this school 85 61 46 33 2 1 3 2 The teaching is good at this school 96 69 37 27 3 2 0 0 The school helps me to support my child’s learning 81 58 46 33 5 4 0 0 The school helps my child to have a healthy lifestyle 91 65 44 32 2 1 0 0 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 71 51 58 42 0 0 3 2

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Total % Total % Total % Total %

The school meets my child’s particular needs 83 60 46 33 3 2 3 2 The school deals effectively with unacceptable behaviour 79 57 55 40 0 0 3 2 The school takes account of my suggestions and concerns 64 46 59 42 1 1 3 2

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Total % Total % Total % Total %

The school is led and managed effectively 88 63 46 33 2 1 2 1 Overall, I am happy with my child’s experience at this school 103 74 32 23 3 2 1 1

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%. Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 12 of 15

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units. Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 13 of 15

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started. Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 14 of 15

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Kingsteignton, TQ12 3BQ

Thank you very much for making us feel so welcome during the inspection of your school. We appreciate the time you took to talk to us and were impressed with your politeness. It was good to hear that you enjoy being at school.

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Kingsteignton, TQ12 3BQ

We think your school is outstanding. Your behaviour is excellent, you look after each other very well and you work hard. You are making good progress and this is getting even better so you are reaching above-average standards in your work. You receive outstanding care and support in school so you feel very safe and really enjoy being at school and each other’s company. You are very good at taking on responsibilities and so make an extremely valuable contribution to the quality of your school. You are taught well and the planning of your work and activities means that you can learn in an interesting way. Your school is very well led and managed, and all the staff and governors are working extremely hard to ensure it continues to support you to achieve as well as you can.

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Kingsteignton, TQ12 3BQ

Even outstanding schools can get better, so we have asked it to make some improvements.

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Kingsteignton, TQ12 3BQ

 You are to be helped to check your own and each other’s work so that you can spot and correct any mistakes.  You are to be involved more in the planning of your work, and will be asked what you would like to find out and the questions you would like answered.

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Kingsteignton, TQ12 3BQ

All of you can help your school by continuing to behave really well, by working hard and sharing your ideas with your teachers and each other.

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Kingsteignton, TQ12 3BQ

Alison Cogher Lead inspector Inspection report: St Michael’s Church of England Nursery and Primary School, 7–8 November 2011 15 of 15

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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