Halberton Primary School

Inspection of Halberton Primary School Church Path, Halberton, Tiverton, Devon EX16 7AT

p.1

Inspection dates: 10 and 11 October 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Good 10 and 11 October 2023

p.1

What is it like to attend this school?

Halberton Primary School is at the heart of its community. Pupils are happy and feel safe. They know they are cared for by all staff. The school works closely with families and is ready to offer support when it is needed. All parents who responded to Ofsted Parent View agree that their children do well at this school.

p.2

What is it like to attend this school?

The school has high expectations of how pupils should behave. This means pupils throughout the school behave well. Older pupils appreciate being role models for the younger pupils. They take this responsibility seriously and aim to set a good example.

p.2

What is it like to attend this school?

The school is committed to pupils’ personal development. Pupils appreciate the opportunities available to them. They learn to grow vegetables in the school’s allotment. Pupils also develop bush craft skills in their own forest school. Experienced pupils lead the school’s computer coding club.

p.2

What is it like to attend this school?

Pupils benefit from a range of experiences that enhance the curriculum. They see live orchestras, meet authors of books they are reading and visit local farm shops. Pupils also have first-hand scientific experiences. Every week, pupils enjoy singing in the local church.

p.2

better?

The school is ambitious for what it wants pupils to learn and achieve. The curriculum is rich in content. From an early age, pupils learn a wide range of ambitious vocabulary linked to the curriculum. Staff throughout the school focus on developing pupils’ communication and language at every opportunity. As a result, pupils talk confidently about the subjects they learn.

p.2

better?

The school has prioritised reading. Children begin to learn phonics in Nursery. When children struggle, the school is quick to provide extra support. The school has ensured that all staff are well trained to teach reading. This means the implementation of the reading curriculum matches the ambition of the school. Pupils love reading. The books they read are well matched to their ability. Pupils understand the importance of reading a wide range of authors and genres. They liken this to eating a balanced diet.

p.2

better?

Children in the early years have an exceptional start to their education. The curriculum is meticulously planned. Children are calm and independent. The activities planned for the children match their abilities and interests. This means that children remain focused and show resilience with the activities they choose. Adults gently challenge children in their learning through the skilful use of questioning. Children show kindness and consideration to each other. They talk animatedly to each other during ‘snack time’. The school celebrates children’s individualism. As a result, children develop confidence from an early age. 10 and 11 October 2023

p.2

3

The mathematics curriculum is well planned and sequenced. This means pupils are able to apply new knowledge to what they have previously learned. Pupils of all ages are enthusiastic about mathematics. They use mathematical language to explain what they have learned. Pupils take pride in their achievements.

p.3

3

The wider curriculum incorporates rich knowledge from around the world. For example, in history, pupils learn about the slave trade and the Shang dynasty. The curriculum also includes information linked to the local community. However, teachers do not always use assessment to check pupils’ understanding effectively. As a result, pupils develop gaps in their knowledge when assessment is not used well.

p.3

3

The school is proud of the inclusive culture. Pupils with special educational needs and/or disabilities (SEND) achieve well. The school identifies the needs of pupils with SEND early on. This means pupils with SEND are supported from the time they start school. Where appropriate, work is adapted for pupils with SEND. At all times, pupils with SEND learn the curriculum alongside their peers. They also participate in all aspects of school life.

p.3

3

Pupils learn about different religions. They strongly believe that all people should be treated fairly and equally. Pupils also learn about what it means to have healthy and positive relationships. They are polite and respectful to each other. Pupils have positive attitudes to learning. They know that if they struggle, adults will support them. Pupils know what bullying is and agree that it does not happen at their school.

p.3

3

Governors work closely with the school. They know what the school needs to focus on to develop further. Governors offer the school a balance of support and challenge. Governors take the well-being of staff seriously. As a result, staff feel listened to, and they are proud to work at the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Assessment, in some subjects, is not as precise as it needs to be. Staff do not always pick up on pupils’ misconceptions quickly enough. As a result, pupils develop gaps in their learning. The school needs to ensure that staff develop their use of assessment so that they swiftly identify when pupils need further support to ensure gaps in learning are addressed effectively. 10 and 11 October 2023

p.3

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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 10 and 11 October 2023

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Stephanie Packham

p.5

School details

Date of previous inspection 5 December 2017, under section 8 of the Education Act 2005.

p.5

Information about this school

 The school has a nursery for two- three- and four-year-old children.  The school does not use alternative provision.  The school is part Halberton & Uplowman Federation.

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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and 10 and 11 October 2023

p.5

6

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors met with the headteacher and the head of teaching and learning.  The inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors observed pupils’ behaviour in lessons and around the school site.  The inspectors gathered parents’ views by considering the responses to Ofsted’s online survey, Ofsted Parent View, and by talking to parents before school. The inspectors also evaluated responses to Ofsted’s staff and pupil surveys.

p.6

Inspection team

James Gentile, lead inspector His Majesty’s Inspector

p.6

Inspection team

Caroline Musty Ofsted Inspector 10 and 11 October 2023

p.6

7

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