Jacobstow Community Primary School

School report Jacobstow Community Primary School Jacobstow, Bude, Cornwall, EX23 0BR

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Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Leadership and management Good 2 Behaviour and safety of pupils Good 2 Quality of teaching Good 2 Achievement of pupils Good 2 Early years provision Good 2

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Summary of key findings for parents and pupils

 The headteacher has created a climate of trust and desire for all who learn and work here. This has resulted in improvements in pupils’ progress and attainment since the last inspection.  Pupils are confident and enthusiastic learners. Many make better-than-expected progress by the end of Year 6, particularly in reading and writing.  Teachers provide a range of activities that stimulate and excite pupils to work hard.  Teaching assistants make a strong contribution to pupils’ learning.  More able pupils are given activities which deepen their thinking and, as a result, they make good progress.  Pupils show great respect for adults and each other. Teachers have high expectations of pupils’ behaviour and, as a result, pupils are sociable, show good manners and are articulate.  Children get off to a good start in the pre-school as a result of high-quality care and a stimulating setting.  Disabled pupils and those with special educational

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Summary of key findings for parents and pupils

needs thrive in the school as a result of excellent guidance and support.  Additional government funding is used well to help eligible pupils to achieve their best.  Governors have a good understanding of how well the school is doing. They provide good challenge and support.  Parents and pupils are overwhelmingly positive about the approachability of all staff. This creates strong partnerships between home and school. Consequently, pupils feel safe and confident, which contributes to their often better-than-expected progress.

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It is not yet an outstanding school because

 Children in the Reception class do not always get sufficient opportunities to develop their early writing skills.  Occasionally, the writing tasks set for lower- achieving pupils in Years 1 and 2 do not help pupils to make rapid progress.  Pupils do not consistently apply their knowledge of spelling rules in their writing.  Not all middle leaders are involved in school improvement planning. This limits their ability to lead improvements to the quality of teaching.

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Information about this inspection

 The inspector observed teaching in all classes and one whole-school assembly. She carried out joint observations with the headteacher of seven part lessons and made brief visits to other lessons.  Discussions were held with the headteacher, middle leaders and a representative from the local authority.  The inspector met with the vice-chair of the governing body and one other governor.  The inspector took account of discussions with a small group of parents, the views of 28 responses to the online questionnaire, Parent View, the school’s own questionnaire to parents and 10 responses to the staff questionnaire.  The inspector scrutinised a range of documentation, including information on the school’s website, published assessment data and the school’s own performance data, a summary of the school’s self- evaluation, improvement plans, safeguarding policies and documents relating to the management of

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Information about this inspection

teachers’ performance.  The inspector heard pupils from different year groups read and talked to them about their learning, as well as reviewing the work in books of pupils across the school.

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Inspection team

Tracy Hannon, Lead inspector Seconded inspector

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Information about this school

 This is a smaller-than-average-sized primary school.  Because of the small size of the school, the numbers identified in groups are often small or in some cases relate to individual pupils.  The very large majority of pupils are of White British heritage and speak English as a first language.  The proportion of pupils eligible for the pupil premium funding is well below the national average. This is additional government funding for pupils known to be eligible free school meals and looked after children.  The proportion of disabled pupils and those with special educational needs is above the national average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.  There is a pre-school setting on the site which is managed by the school’s governing body. Pre-school children attend on a part-time basis. Once children join the Reception class they attend full-time. Almost

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Information about this school

all of the children transfer to the school’s Reception class.

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What does the school need to do to improve further?

 Raise standards in writing further by:  ensuring that teachers in the Reception class include more opportunities for early-writing activities  making sure that teachers in Years 1 and 2 provide the appropriate support for lower-achieving pupils to make rapid progress  helping pupils apply their knowledge of spelling rules to all aspects of writing.  Improve middle leadership by:  making sure that middle leaders share the best practice that already exists to support improvement in pupils’ attainment and progress  increasing the involvement of middle leaders in improving the quality of teaching.

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The leadership and management are good

 The headteacher has gained the support of the whole community in creating a culture of respect, equality and high expectations. She has developed a lively school where there is a genuine ‘buzz’ of enjoyment for learning.  Parents, staff and pupils are united in their affection for the school and their pride in the continued improvements in pupils’ progress and achievement.  The headteacher has been successful in improving the quality of teaching. A comprehensive training and development programme for all teaching staff and governors has been effective in addressing school priorities. For example, attainment in mathematics has improved as a result of new national curriculum training and advice from the school improvement partner.  The impact of middle leaders can be seen in the effective use of the additional sports funding. The sports leader has observed other teachers and worked with other schools to ensure that sport in the school is of

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The leadership and management are good

a high quality. Pupils’ participation in sport has increased as a result. However, not all middle leaders have had the opportunity to share similar expertise. For example, middle leaders have not acted with sufficient urgency to bring about improvements to the teaching of writing for lower-achieving pupils in Key Stage 1.  Pupils’ spiritual, moral and cultural development is promoted well through the school’s core values, ‘Challenge, Adventure, Respect, Enjoyment and Security’. Assemblies help pupils to learn about other faiths. Pupils speak knowledgeably about similarities and differences in the beliefs and practices of different groups in society. Residential visits to Bristol and visitors in to school from other cultures take place to support pupils’ understanding of and preparation for life in modern Britain.  Pupils benefit from broad and well-planned opportunities to learn across a range of subjects. Homework

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The leadership and management are good

activities support practise of basic skills as well as encouraging pupils to apply the knowledge gained and carry out research. For example, pupils in the Reception/Year 1 class made models of igloos as a result of their work on the Arctic. The school has embraced the new 2014 National Curriculum and this has had a positive impact on raising standards, particularly in mathematics.  Leaders have been rigorous in checking the progress towards school improvement priorities. For example, attendance was an area for improvement in the last inspection. Attendance levels have improved and are now above the national average. Leaders correctly identified that children’s creative development was lower than other aspects of learning. Teachers’ improved planning for creative development resulted in children catching up and making good progress in this area.  The local authority has provided good support for the school. This has complemented work to improve

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The leadership and management are good

pupils’ attainment in mathematics and improvements in the provision for children’s creative development in the Early Years Foundation Stage.

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The leadership and management are good

 The governance of the school:  Governance has improved since the last inspection, when it had been identified as an area for improvement. Governors have a good understanding of how the school’s performance compares to that nationally. Minutes of meetings reflect regular visits carried out by governors to the school to check on progress towards school improvement targets. Governors commission an external adviser to support rigorous evaluation and use this information well to hold leaders to account.  Governors provide strong challenge to school leaders and have developed a robust process for determining pay rewards. This has resulted in an increased expectation for experienced teachers to support colleagues and take ownership of curriculum areas.  Governors routinely check that statutory requirements are met. Safeguarding aspects such as the single central record and attendance are frequently checked. Routine tasks such as ensuring policies are up to

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The leadership and management are good

date and that the school website is maintained have been well managed.  Governors have been effective in the deployment of additional funding and are meticulous in checking on the progress of pupils eligible for pupil premium. This has proven effective in accelerating the progress of this small group of pupils.

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Behaviour

 The behaviour of pupils is good.  Pupils of all ages and abilities are happy to attend school. The headteacher has dealt rigorously with poor attendance and, as a result, attendance continues to improve.  Pupils know what is expected of them. They get on exceptionally well together, are polite and pay attention in lessons, with many pupils, particularly in Years 5 and 6, becoming engrossed in their learning. Parents and carers are overwhelmingly positive about the behaviour in school. Pupils told the inspector that, ‘We are like a big family; we trust and care for each other.’  Pupils with behavioural needs are ably supported to ensure they make good progress in relation to their targets. Staff at all levels ensure that these pupils’ needs are understood and their qualities valued. Pupils treat each other with respect and speak about everyone being unique and adding to the school to make it ‘a special place to learn and grow’.

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Behaviour

 Pupils are proud to take on a wide range of leadership responsibilities and this prepares them well for taking their place in society as responsible citizens. Pupils spoke of their enjoyment in raising funds for charity, ‘because we are fortunate and it makes us feel less selfish if we can help others’.  Pupils spoke with clarity about how it is important to treat people as individuals: ‘We are all different and all have good bits and not so good bits.’

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Safety

 The school’s work to keep pupils safe and secure is good.  Pupils know how to stay safe. They are knowledgeable about various forms of safety. Pupils across all year groups could talk about how to keep safe on the internet. Older pupils also spoke about keeping safe outside of school and how to conduct cardiopulmonary resuscitation (CPR). When asked who would they go to in school if they were worried, pupils were adamant that, ‘we can trust all of the adults in school because they really care for us, but we can also trust any of our friends’.

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The quality of teaching is good

 Teachers create a stimulating learning environment which promotes high expectations of achievement and behaviour. Teachers know their pupils well and this contributes to the good progress pupils make.  Teaching in the pre-school setting is good. Good use is made of what is already known about the children’s skills to set their next steps. This ensures at least good, and sometimes rapid, progress.  Work in the Reception class builds on the good routines set in pre-school. Children arrive with good social skills and levels of concentration. Teaching staff in the Reception class carefully plan activities which ignite the children’s interests; consequently, children make good progress.  The teaching of writing in Years 1 and 2 does not always provide children with sufficient guidance to make rapid progress in writing. In particular, the activities given to those children who struggle with writing are

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The quality of teaching is good

not always well matched to their needs.  Teaching assistants make a strong contribution to pupils’ learning. They work closely with teachers and use observations and regular checks on progress to intervene in supporting and challenging pupils to do as well as they can. This work contributes to pupils making better-than-expected rates of progress by the time they leave Year 6.  All teachers provide clear oral and written feedback to pupils. They make clear what is expected and pupils respond positively to feedback given. This supports their good progress. Pupils in Years 5 and 6 are particularly confident when reflecting on their own progress and in seeking challenge from their peers and the class teacher.  The teaching of mathematics is highly effective in developing pupils’ thinking skills. Problem solving is an integral part of learning throughout the school As a result, by the time pupils leave Year 6, they are

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The quality of teaching is good

confident when faced with mathematical problems. Observations during the inspection reflect that current Year 5 and Year 6 pupils are working at levels significantly higher than the national average.  Teachers modify tasks well to challenge the more able pupils. Consequently, these pupils make good progress and reach high standards.  Pupils with special educational needs make good progress from their starting points because teachers refine tasks carefully to ensure pupils experience success. Teachers work determinedly to develop the confidence and self-esteem of these pupils, and this results in progress for these pupils regularly exceeding their expected progress.

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is good

 Children enter the Early Years Foundation Stage often with poor speaking skills; by the time they leave the Early Years Foundation Stage, they make good progress and achieve in line with national averages in this area.  In 2014, a similar proportion of pupils to that found nationally achieved the expected standard in phonics (letters and the sounds they make) in the Year 1 screening checks. The teaching of phonics is strong and individual records demonstrate that pupils make good progress. Those pupils who did not achieve the expected standard catch up in Year 2.  Standards in mathematics across the school are good. Information on attainment across all year groups in the school shows that pupils are performing well. The school has been proactive in grasping the aspects of the new national curriculum and made this a development priority for the school. Pupils’ work in books demonstrates the improvements that have been made, with an increased amount of using and

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is good

applying mathematical skills. In lessons, pupils are confident when faced with a mathematical investigation and demonstrate good levels of resilience and determination to succeed.  As a result of the school’s encouragement, it is evident that many pupils read widely and have developed a love of reading. Standards in reading are especially high across the school. Pupils in Years 5 and 6 show a mature understanding of texts when discussing the features of myths. Boys and girls were equally enthused and keen to share their views.  Pupils’ written work reflects a good understanding of grammar and the structure of writing. Progress across the Early Years Foundation Stage and Key Stage 1 is not as rapid as in Key Stage 2, where pupils make significant gains in their writing skills. By the end of Year 6, a higher proportion of pupils than found nationally achieve the higher levels in the spelling, grammar and punctuation tests. The school has

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is good

made good use of its analysis of pupils’ work to identify that pupils do not consistently apply their spelling knowledge in written work.  More-able pupils are consistently challenged across the school and their achievement is good. A higher proportion of pupils than found nationally achieved at the higher levels in all subjects at Key Stage 1. By Years 5 and 6, they show a great desire for learning and are self-motivated in seeking further challenges.  Pupils eligible for additional funding make good progress. In 2014, the attainment of disadvantaged pupils in Year 6 was two terms behind that of other pupils nationally in reading and writing, and three terms in mathematics. This represents better progress than that of disadvantaged pupils nationally by an average of two terms. Information on how well pupils are doing across the school demonstrates that the gap between the attainment of disadvantaged pupils and their classmates is closing rapidly.

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is good

 Disabled pupils and those with special educational needs achieve well. They benefit from well-tailored plans to support their progress and speak positively about their learning. Teaching assistants are skilled in delivering specific support while ensuring these pupils are able to develop and apply their skills independently.

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is good

 Children make a good start in the bright and welcoming ‘Raindrops’ pre-school setting. They are exceptionally well cared for and, as a result, quickly develop confidence in speaking and social skills.  Children make good progress because the childcare manager and support assistant ensure that activities are well matched to the needs of each child. The excellent organisation of the setting means that children quickly become independent in accessing equipment. For example, when it was snowing, children put on their coats and hats by themselves, collected magnifying glasses and went out to investigate the snow and ice. They worked together well and listened carefully to each other when talking about the ice.  Good leadership of the Foundation Stage means that all staff are well trained. There is a consistency of approach and organisation across both the pre-school and the Reception class. Children benefit from

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is good

exciting, safe and well-organised areas which allow children to explore and make their own activity choices. Well-established routines ensure that children behave well and are exceptionally good at tidying up and keeping spaces safe.  The records kept to capture children’s achievements are detailed and accurate and cover all areas of children’s learning. However, there are less examples of early writing than other areas of learning. The 2014 end of Early Years Foundation Stage achievement information shows that while broadly in line with national averages, children’s writing skills are less developed than other aspects. The school has been quick to address this and current information suggests that children’s progress in writing is accelerating.  The proportion of children achieving a good level of development has continued to increase over the last three years. Information shows that children make good progress, and the inspector agrees.

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is good

 Adults are effective in adapting tasks to meet individual interests. Consequently, children’s mature levels of confidence, good levels concentration and self-awareness ensure they are ready to start school in Year 1.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is failing

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Grade Judgement Description

to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 111944 Local authority Cornwall Inspection number 449574

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School details

Type of school Primary School category Maintained Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 103 Appropriate authority The governing body Chair Norman Osborne Headteacher Sue Russell Date of previous school inspection 12–13 July 2010 Telephone number 01840 230337 Email address secretary@jacobstow.cornwall.sch.uk guidance ‘raising concerns and making complaints about Ofsted', which is available 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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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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 and 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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School details

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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School details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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