Plymtree Church of England Primary School

DRAFT - not for publication Inspection of a good school: Plymtree Church of England Primary School Plymtree, Cullompton, Devon EX15 2JU

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Outcome

Plymtree Church of England Primary School continues to be a good school.

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What is it like to attend this school?

Plymtree is a friendly and inclusive school. Pupils demonstrate the schools’ Christian values through their daily interactions with one another. There is a strong culture of support and kindness. Pupils say they are like one big family. Adults know the pupils well. Relationships between adults and pupils are positive. Pupils feel safe and cared for. They know that adults will help them if they have any worries.

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What is it like to attend this school?

The school has high expectations for all pupils. Pupils respond well to this. From Reception Year, routines are well established. Children listen carefully and are keen to share their ideas. Older pupils engage well with their learning. The work they produce reflects this.

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What is it like to attend this school?

Pupils learn how to make a positive contribution to their school. The ethos committee enjoy setting up the church for important events. Sports leaders help to organise the physical education equipment for their lessons. All of this helps them to understand the importance of ‘community.’

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What is it like to attend this school?

The school supports pupils’ wider development. They enjoy the trips organised by the school that enrich their learning. Pupils appreciate the range of clubs the school offers that helps them to develop their talents. The school celebrates pupils’ achievements inside and outside of school in class and assemblies.

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What does the school do well and what does it need to do better?

The school is ambitious for all pupils. The strong focus to improve the curriculum is having a positive impact on pupils’ learning. There is clarity about what the school wants pupils to learn and by when. The curriculum design places the importance of supporting pupils with special educational needs and/or disabilities (SEND) at the centre. This helps all pupils to progress well through the curriculum. However, these changes did not have time to impact on previous pupils. The 2023 published outcomes does not reflect the current quality of education that pupils receive and the progress they make. 26 March 2024

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The teaching of reading is at the very heart of the school curriculum. As soon as children start school, they learn to read. The school has a well-established reading curriculum. Adults have the expertise to teach reading and phonics effectively. Staff skilfully check pupils’ understanding and address misconceptions quickly. They spot pupils who are at risk of falling behind. These pupils receive the support they need to keep up. The meticulous use of assessment means the school addresses the precise sounds pupils need to focus on. Older pupils read books that match their reading ability. They learn how to infer meaning of the texts they read. Pupils talk enthusiastically about themes that run through the books they read by their favourite authors.

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The school keeps the curriculum design under regular review. It has identified what they want the pupils to learn and by when. This supports pupils to build knowledge on what they already know and remember. The pedagogy adopted by the school, means that pupils revisit previous learning. This helps them to remember long term, what they have been taught previously. For example, younger pupils practise number facts and timetables. Older pupils use this recall of number, in order to find percentages of amounts. Adults check pupils’ understanding and address any misconceptions.

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In some wider curriculum subjects, pupils do not build knowledge as well. This is because over time, the curriculum has not been as well designed. Pupils have gaps in their knowledge. In these subjects, the school does not have an accurate understanding of what pupils know and remember. For example, pupils struggle to recall the names of artists they have studied or the techniques they use.

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The school is calm and orderly. During social times, pupils of all ages play well together. Pupils have positive attitudes to learning. They are keen to succeed and are proud of their work. Adults support pupils well who need additional support to regulate their behaviour. This means that pupils learn without disruption.

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Pupils learn how to keep physically and mentally well. They know that adults in school are there to help them if they need to talk. Pupils understand the importance of attending school. They say they need to be ‘in everyday to learn’.

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The curriculum to support pupils’ understanding of the world is developing. Pupils learn about different religions and places of worship. They are respectful of one another and know that everyone is different. However, they do not have a secure understanding of fundamental British values. While pupils demonstrate tolerance and inclusion in their actions, they do not understand why this is important. Furthermore, pupils have a limited understanding of the protected characteristics.

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The federation board understand the strengths and weaknesses of the school. They know that it is important to support staff to manage their workload. Staff appreciate the exploratory work that has been started, in order to understand this further. 26 March 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Assessment in some wider curriculum subjects is not well developed. Consequently, the school does not have an accurate understanding of what pupils know and remember in these subjects. This makes it difficult for pupils to build their knowledge as well as they do in other subjects. The school needs to ensure that there is an effective assessment system for all subjects, so that they know what pupils have learned and adjust the curriculum to address any gaps pupils have.  Pupils do not have a secure understanding of fundamental British values and protected characteristics. This means they are not fully prepared for life in modern Britain. The school needs to ensure that this aspect of the curriculum supports pupils to gain sufficient understanding, so they are fully prepared for life in modern Britain.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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How can I feed back my views?

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. 26 March 2024

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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). 26 March 2024

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School details

Appropriate authority The governing body

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School details

Headteacher Emma Postlethwaite (head of school) Martin O’Mahony (executive headteacher) Website www.plymtree-primary.devon.sch.uk

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School details

Date of previous inspection 19 June 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Culm Valley Federation.  The school does not use alternative providers.  There is an on-site breakfast club run by the school.

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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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the head of school, executive headteacher, subject leaders and the special educational needs coordinator. They also met with a representative from the local authority and representatives from the federation board. 26 March 2024

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 Inspectors carried out deep dives in these subjects: reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also discussed the curriculum in some other subjects, including art and design, music and geography.  To evaluate the effectiveness of safeguarding, the inspector/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 lead inspector listened to pupils from Year 1, 2 and 3 read to a familiar adult.  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

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survey, Ofsted Parent View, including free-text responses. The inspectors also took into consideration the staff surveys.

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Inspection team

Wendy D'Arcy, lead inspector His Majesty's Inspector

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Inspection team

Lizzy Meadows Ofsted Inspector 26 March 2024

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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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