The Grove School

Inspection of The Grove School The Grove, Totnes, Devon TQ9 5ED

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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 Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 13 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 7 and 8 November 2023

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What is it like to attend this school?

The Grove is a caring and inclusive school with an ethos of compassion and understanding. The school is ambitious and expects all pupils to do their very best. Pupils and staff have positive relationships. Pupils are keen to learn.

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What is it like to attend this school?

Pupils are kind and polite. They treat each other with respect, reflecting the school’s values and ethos. Pupils know that if they need support there are trusted staff who are ready to help them. Pupils know how to keep themselves safe, including when online.

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What is it like to attend this school?

The ‘Grove 100’ provides all pupils, regardless of background, with character building experiences. Pupils also benefit from the ‘Junior and Mini Duke’ scheme, which celebrates pupils’ involvement in extra-curricular activities. Pupils talk with pride of their involvement in the local community in events, such as the celebration of Elizabethan life.

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What is it like to attend this school?

School council members take their responsibilities seriously. They understand that they are role models for other pupils. Older pupils are proud of their roles as sports leaders. They are keen to support younger pupils in playground games.

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better?

The school has made significant changes to the curriculum, including a new phonics programme. The phonics curriculum is implemented well. The teaching of phonics is standardised across the school. Staff are well trained. The books pupils read match their reading ability. This means pupils progress well in their reading. The school has placed reading at the heart of its curriculum. As a result, pupils enjoy reading. They also learn about the diversity of society through the books they read.

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better?

The curriculum in core subjects is well planned and sequenced. Teachers adapt the curriculum to meet the needs of pupils. For example, in mathematics pupils learn new knowledge and concepts confidently. As a result, pupils achieve well in the subjects tested at the end of key stage 2.

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better?

In the wider curriculum, the school has identified the essential knowledge and skills that it wants pupils to remember. Staff receive up-to-date training in the subjects they teach. Pupils are enthusiastic about what they have learned. However, in some subjects in the wider curriculum, misconceptions are not addressed as quickly as they could be. Assessment is not always used effectively to check what pupils know and can do. As a result, pupils do not build their knowledge as securely as in the core subjects.

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better?

Children in the early years get off to a good start. The school has developed an ambitious early years curriculum with learning activities that capture children’s interests. Staff quickly develop positive relationships with children. They have high expectations for children’s development and behaviour. Many children sustain their 7 and 8 November 2023

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attention. As a result, most children are confident to explore learning purposefully through their play. Children learn to be independent from an early age. At the end of Reception, children are well prepared for a smooth transition into Year 1.

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Pupils with special educational needs and/or disabilities (SEND) are supported well. The school has effective processes in place to identify pupils with SEND at an early stage. This means the school swiftly provides personalised targets for pupils with SEND. As a result, pupils with SEND learn the full curriculum and work well alongside their peers.

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Pupils have positive attitudes to learning. They are proud of their school and feel a sense of belonging. Pupils mostly behave well and follow school rules. The school views attendance as a high priority. The school has effective systems in place to track and analyse attendance. This means attendance continues to be a strength of the school.

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Pupils have some understanding of fundamental British values. Pupils appreciate the need for the rule of law. As part of their roles within the school council, pupils value the opportunity to vote. Pupils understand different beliefs, religions and cultures.

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Governors provide effective support for the school. They understand the school strengths and areas for development. This means governors are effective at holding school leaders to account by asking pertinent questions. The school supports the well-being of staff. Staff feel listened to and are fully supportive of the school.

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The school knows that communication with the wider community has not always been effective. This means that parents and carers do not always feel that their views are listened to and valued.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects in the wider curriculum assessment is not effective. Assessment is not used well to identify where pupils have misconceptions in their learning. This means the curriculum does not always ensure pupils build their knowledge effectively. The school must ensure that assessment is used effectively in all subjects.  There is not a clear and successful approach to communicating with parents. As a result, some parents do not feel listened to or well informed about their child’s education. Leaders need to communicate more effectively with parents, so that they know about and understand the work the school is doing with their children. 7 and 8 November 2023

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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’ 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). 7 and 8 November 2023

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School details

Appropriate authority The governing body

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School details

Website www.the-grove-primary.devon.sch.uk

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School details

Date of previous inspection 6 July 2010, under section 5 of the Education Act 2005

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Information about this school

 The school does not use alternative provision.

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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

 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 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 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors carried out deep dives in these subjects: early reading, mathematics, history and religious education. For each deep dive, the inspectors 7 and 8 November 2023

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discussed the curriculum with teachers, visited a sample of lessons, 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, Parent View, and by talking to parents before and after school. The inspectors also evaluated responses to Ofsted’s staff and pupil surveys.

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Inspection team

James Gentile, lead inspector His Majesty’s Inspector

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Inspection team

Sarah Tustain Ofsted Inspector 7 and 8 November 2023

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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.

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