Whitstone Primary School

Inspection of Whitstone Primary School Oak Lane, Whitstone, Holsworthy, Devon EX22 6TH

p.1

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 Requires improvement 18 and 19 April 2023

p.1

What is it like to attend this school?

Leaders have high expectations of every pupil at Whitstone Primary School. They make sure that pupils learn an ambitious curriculum. Pupils understand the school’s ‘GROW’ values well. They explain how the curriculum helps them to be reflective, curious, motivated and part of a community.

p.2

What is it like to attend this school?

Pupils are happy at school. They say this is because of the kindness that everyone shows and because they enjoy their learning. Pupils behave well in lessons and around school. Staff are clear about how they expect pupils to behave. Staff and pupils say that the school feels like a family. They form positive and respectful relationships.

p.2

What is it like to attend this school?

Older and younger pupils learn and play happily together. Pupils appreciate the wide range of clubs that staff organise, such as the school choir. These build their confidence and develop their talents.

p.2

What is it like to attend this school?

Staff work together to keep pupils safe. Bullying is not tolerated. Pupils trust staff to deal with any concerns they have.

p.2

What is it like to attend this school?

Leaders trust pupils with important responsibilities. Pupils can apply to join the school’s junior leadership team. This group helps the school improve. It has created a reading buddy system, improved the play at lunchtime and organised community events.

p.2

better?

Leaders have designed a curriculum which is based firmly on the school’s values. The curriculum starts from the early years. It sets out clearly the knowledge that pupils will gain in a broad range of subjects. As a result, pupils develop detailed and secure knowledge. For example, the youngest pupils can explain in detail the differences between reptiles, mammals and birds. The oldest pupils have a precise understanding of the history of transatlantic slavery.

p.2

better?

Leaders have put reading at the heart of the curriculum. Teachers deepen pupils’ learning across the curriculum with relevant and interesting books. Teachers read regularly to pupils. They recommend books that will interest pupils and broaden their knowledge. Older pupils regularly read with younger pupils. Pupils across the school read widely.

p.2

better?

Pupils learn phonics as soon as they start school. Well-trained staff lead daily groups. Pupils read books that match the sounds that they know. Staff regularly check that pupils are learning to read well. They help pupils to catch up if they are falling behind. 18 and 19 April 2023

p.2

3

Older pupils read and answer questions about high-quality texts. However, leaders have not thought enough about how to develop the reading of older pupils further. As a result, pupils are unable to articulate in depth their understanding of what they read.

p.3

3

Mathematics is a strength of the school. Pupils enjoy mathematics. They develop secure knowledge of important mathematics facts and procedures. Teachers have good subject knowledge. They present information clearly. Teachers regularly check to see what pupils have understood. They help pupils with gaps or misconceptions. Learning builds on what pupils know and can do. Pupils say that routines such as ‘knowledge checkpoints’ help them to recall important learning.

p.3

3

In the foundation stage, teachers help pupils to learn new vocabulary. They expect pupils to answer in full sentences. However, this expectation is not consistent across other classes. Some teachers do not ask pupils to discuss their learning. This means that pupils are unable to explain their thinking or practise the new vocabulary they are learning.

p.3

3

Leaders make sure that pupils with special educational needs and/or disabilities (SEND) learn the whole curriculum. They identify the specific needs of pupils with SEND. They help staff to meet these. Staff work with pupils sensitively and effectively. Pupils take a full part in all aspects of school life.

p.3

3

Pupils know and understand the school rules. Staff use reminders about behaviour, such as ‘show me five’. Pupils respond well to these. Lessons flow without interruption. Pupils show respect to others. They work hard.

p.3

3

Teachers support pupils in their personal development well. Pupils learn how to stay healthy, physically and mentally. They learn how to relate to others. Leaders provide a wide programme of additional events and opportunities. All pupils take part in this programme.

p.3

3

The headteacher develops the leadership skills of others effectively. Each subject leader confidently leads a wide range of curriculum subjects. Subject leaders have a secure understanding of the subjects they lead and how well pupils are learning. The interim executive board provides expertise, challenge and support for staff. Everyone works together to achieve the aims of the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders train all staff to recognise risks. Staff report any concerns that they have to leaders. Leaders take swift and effective actions in response. They keep detailed records of their actions.

p.3

Safeguarding

Leaders have a strong understanding of the school’s community. They use this to adapt the curriculum. Pupils learn useful and relevant information about keeping 18 and 19 April 2023

p.3

4

themselves safe, including online. Staff build positive relationships with pupils. Pupils feel confident to tell staff any worries that they have.

p.4

4

Leaders make careful checks on all the adults who work at the school. The interim executive board closely monitors the school’s safeguarding systems.

p.4

(Information for the school and appropriate authority)

 The small steps of knowledge about reading that pupils in key stage 2 will learn have not yet been clearly identified. This means that pupils do not always discuss their reading in as much depth as they could. Leaders should identify more precisely the detailed knowledge about reading that pupils in key stage 2 will learn.  Expectations of pupils’ spoken language are not consistent. In some lessons, pupils are not given the opportunity to explain their thinking and discuss their learning in detail. Leaders should implement a curriculum for spoken language that allows pupils to develop their knowledge and skills across the school.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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. 18 and 19 April 2023

p.4

School details

Inspection number 10256702 Type of school Primary

p.5

School details

Appropriate authority Interim executive board

p.5

School details

Website http://www.whitstone.cornwall.sch.uk/

p.5

School details

Date of previous inspection 26–27 March 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 An interim executive board was appointed to the school in April 2022.  Leaders do not make any use of alternative provision.

p.5

Information about this inspection

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

p.5

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 this into account in their evaluation of the school.  Inspectors met with the headteacher, subject leaders, teachers, groups of pupils and the interim executive board.  Inspectors carried out deep dives in the following subjects: history, early reading and mathematics. 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. 18 and 19 April 2023

p.5

6

 The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult.  Inspectors reviewed the school’s safeguarding documentation, including safeguarding checks carried out on staff working at the school. They reviewed how well the designated safeguarding leads act on concerns about pupils’ welfare. Inspectors talked to pupils, staff and the interim executive board about how leaders keep everyone safe.  Inspectors considered the 12 responses to the Ofsted online survey, Ofsted Parent View, including nine free-text responses. They also considered the six responses to the staff survey and the four responses to the pupil survey.

p.6

Inspection team

Jonathan Gower, lead inspector Ofsted Inspector

p.6

Inspection team

Karen Thomson Ofsted Inspector 18 and 19 April 2023

p.6

7

regulates and inspects to 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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7