Caen Community Primary School

Inspection of Caen Community Primary School Caen Street, Braunton, Devon EX33 1AD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 13 and 14 March 2023

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What is it like to attend this school?

The school is a welcoming, caring and friendly community. Pupils are kind to each other and respect different views and opinions. They feel happy and safe because staff know and respond to their individual needs. Pupils attend regularly.

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What is it like to attend this school?

Leaders have designed an ambitious curriculum for all pupils, including those with special educational needs and/or disabilities (SEND). Pupils are enthusiastic about the new knowledge and skills they learn.

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What is it like to attend this school?

Most pupils’ behaviour is good. However, sometimes staff expectations for pupils’ conduct are not high enough. When this happens, some pupils do not behave well.

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What is it like to attend this school?

Pupils say staff treat them fairly. Pupils understand the school rules. Bullying happens occasionally, but leaders act quickly to sort it out. Older pupils guide younger pupils to resolve disagreements peacefully. As a result, playtimes are calm and enjoyable.

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What is it like to attend this school?

Parents and carers are proud to belong to the school community. They are particularly pleased with the wide range of extra-curricular activities that leaders provide. Parents appreciate being able to speak to leaders at the school gate every morning. ‘My child looks forward to school each day’ was a comment from a parent.

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better?

Leaders prioritise reading. Pupils talk about reading with interest and excitement. One pupil described reading as ‘an opportunity to learn more about the world’. Pupils read from a carefully chosen selection of books. From the early years, this helps them to learn about different cultures and backgrounds. Teachers check that pupils’ books match their reading ability. Consequently, pupils read fluently and with confidence.

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better?

Leaders provide regular training for staff in teaching phonics. Staff identify pupils who find it hard to read. Pupils receive effective support to catch up quickly. Leaders give parents helpful information about the school’s approach to phonics.

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better?

Leaders get to know children’s needs as soon as they start in the Nursery. They provide learning that takes account of children’s interests and prepares them for the curriculum in Year 1. Staff deepen children’s understanding and introduce them to new vocabulary. They help children to collaborate and communicate well.

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better?

Leaders design activities for children in the early years to develop their writing skills. Children in Reception use their phonic knowledge to write sentences with increasing accuracy. They are proud of their writing on display around the classroom. 13 and 14 March 2023

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Leaders carefully consider the important knowledge that pupils need to learn in each subject. They sequence learning so pupils build on what they already know. Subject leaders check that the implementation of the curriculum is effective and helps pupils to know and remember more. They help other teachers strengthen their subject knowledge.

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Pupils revisit what they have learned previously. They combine this knowledge with new learning. For example, in design and technology, pupils use their knowledge of opposing forces to design and make a moving vehicle. However, teachers’ use of assessment does not identify gaps in pupils’ knowledge with enough precision. As a result, learning is sometimes not adapted to take into account what pupils know and can do. This hinders pupils’ learning.

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Staff identify the needs of pupils with SEND early on. Training that staff receive helps them to do this accurately. They set targets for pupils with SEND that help them to learn well. Leaders work with external specialists to ensure the provision is right for each pupil. This allows all pupils to follow the full curriculum.

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Pupils contribute to local charitable projects. They know it is important to help others. Pupils can take on leadership roles, such as acting as play and sports leaders. Pupils take pride in these roles and talk about the positive difference they make to the school.

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Leaders consider staff workload and well-being when making decisions about improving the school. Staff see leaders as approachable. They say leaders listen to their concerns. Staff at the beginning of their career receive extra help to implement the curriculum effectively. Governors understand their roles well. They closely monitor the impact of leaders’ actions to improve the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders provide regular safeguarding training for all staff. Staff understand the procedures for identifying, reporting and recording concerns. Leaders act with urgency to get help for vulnerable families.

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Safeguarding

Leaders understand the risks that pupils face locally, such as those associated with water. Consequently, all pupils learn how to keep safe on the beach.

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Safeguarding

Leaders make the right checks when recruiting new staff. However, they do not ensure that recording of these checks is always accurate. 13 and 14 March 2023

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(Information for the school and appropriate authority)

 Assessment does not identify gaps in pupils’ knowledge with enough precision. Subsequent learning does not consider what pupils already know. This slows pupils’ learning. Leaders need to ensure that assessment shapes pupils’ learning by reflecting what they already know.  Sometimes staff do not have high enough expectations of pupils’ behaviour. Where expectations are too low, some pupils do not learn or conduct themselves well enough. Leaders must ensure that all staff have consistently high expectations of pupils’ behaviour.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 13 and 14 March 2023

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School details

Inspection number 10256688 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 27 June 2017, under section 8 of the Education Act 2005

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Information about this school

 Leaders use two unregistered alternative provisions.  There is a before- and after-school club on the school site.  The nursery includes provision for two- and three-year-olds.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: Early reading, mathematics, geography and physical education. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. Inspectors also spoke to leaders about the curriculum in some other subjects. 13 and 14 March 2023

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 Inspectors spoke with school leaders, subject leaders, parents, pupils, governors and a representative from the local authority.  Inspectors listened to pupils read.  To evaluate safeguarding, inspectors spoke to the designated safeguarding leader. Inspectors also spoke with staff, governors and pupils, and evaluated record-keeping and staff training.  Inspectors considered responses to Ofsted Parent View, Ofsted’s online survey for parents, and comments made by parents online during the inspection. They also evaluated responses to Ofsted’s staff and pupil surveys.  During the inspection, leaders rectified administrative errors in the single central record.

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Inspection team

Jane Dennis, lead inspector His Majesty’s Inspector

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Inspection team

Gavin Summerfield His Majesty’s Inspector 13 and 14 March 2023

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