Uplowman Church of England Primary School

Inspection of Uplowman Church of England Primary School Uplowman, Tiverton, Devon EX16 7DR

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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 4 and 5 June 2024

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What is it like to attend this school?

Pupils are happy and safe at this inclusive school. Pupils know the school’s distinctive values well. They reflect on how they treat others and the importance of being thoughtful and kind. Staff model these values through the pastoral care and warmth they show to pupils. Parents speak highly of the teaching and support that their children receive.

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What is it like to attend this school?

The school has high expectations of pupils’ behaviour. Pupils live up to these and demonstrate consistently positive attitudes to learning. As a result, the school has a calm, purposeful atmosphere. Many pupils look for ways to help each other. Older pupils are particularly considerate of younger children and enjoy reading with them. Pupils, of all ages, enjoy being ‘class helpers.’

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What is it like to attend this school?

Pupils and parents appreciate the school’s extra-curricular programme. The school is determined that pupils have a wide range of experiences. For instance, they attended a classical music concert and visited a local observatory. Pupils enjoy clubs, such as dance, arts and crafts and a range of sporting activities. The school ensures there are no barriers to pupils participating in such opportunities.

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better?

Pupils learn a broad and ambitious curriculum. The school has planned carefully what pupils should learn and when. For example, pupils know how to use historical sources to learn about the past. They apply their skills with expertise and make connections between different aspects of the history curriculum, such as the Victorians or Ancient China.

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better?

In most subjects, pupils build their knowledge and skills over time. In mathematics, for example, pupils use their knowledge of number from the Reception Year when learning mathematics in key stage 1. They go on to solve mathematical problems of increasing complexity. However, in some subjects, pupils do not deepen their knowledge as much as they could. This is because teachers do not always use assessments of pupils’ knowledge as well as they could to inform their next steps.

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better?

Typically, the school uses professional development well to enhance the quality of teaching. As a result, most teachers have the subject expertise they need to teach the curriculum successfully. The early years curriculum, for instance, is deliberately planned to develop children’s communication and language. However, at times, teaching does not focus sharply enough on developing children’s vocabulary.

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better?

Pupils are enthusiastic and committed readers. The school celebrates books and literature through a wide range of activities, such as author visits, story times and reading challenges. Children start learning to read early in the Reception Year. The school chooses books for them that match the sounds they are learning. This builds children’s reading accuracy and confidence. Pupils, of any age, who need extra help with their reading get the support they need. 4 and 5 June 2024

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The school adapts the curriculum successfully for pupils with special educational needs and/or disabilities (SEND). It identifies pupils’ needs accurately and reviews their support in partnership with parents. As a result, pupils with SEND build their independence and learn the curriculum successfully.

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Pupils, of all ages, cooperate well. In the Reception Year, the curriculum develops children’s social and emotional skills particularly effectively. Good routines are established for the way children listen to, and treat, each other. This provides them with a strong foundation to behave and collaborate as they move into key stages 1 and 2.

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There is a well-sequenced programme for pupils’ personal, social and health education. Pupils learn about healthy relationships in an age-appropriate way. They know how to keep themselves mentally and physically healthy. The school draws on external speakers to enhance the programme, for example to teach pupils about water safety.

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Pupils develop their understanding of spirituality, both through the school’s religious ethos and by reflecting on the world around them. They relish their time in forest school, where they take time to appreciate nature. Pupils learn about different faiths and the importance of being respectful and tolerant.

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Pupils learn about democracy by voting for school councillors. Those chosen are proud to hold their leadership roles. Pupils take on other responsibilities, such as becoming librarians and class helpers. Pupils willingly assist the school and local community. For instance, they raised money for the village church and a local hospice. These activities develop pupils’ understanding of how they can make a positive contribution to society.

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There have been recent changes to the governing body. Governors are supportive of the school but do not always challenge leaders sufficiently. As a result, they do not consistently gain the assurances they should about the impact of the school’s work.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school does not always use assessment as effectively as it could. Where this is the case, teaching does not plan well for the next steps in pupils’ learning. The school needs to use information from assessments to support pupils more precisely and thereby deepen their understanding of each subject. 4 and 5 June 2024

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 Governors do not provide robust challenge to leaders. They are sometimes too reliant on what leaders tell them. Governors should ensure that they provide an appropriate balance of support and challenge to fulfil their role effectively.

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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). 4 and 5 June 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Stephanie Packham

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School details

Headteacher Steven Badcott (executive headteacher)

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School details

Date of previous inspection 28 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Halberton & Uplowman Federation.  The school does not use any 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.  Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. 4 and 5 June 2024

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 Inspectors held meetings with senior staff about the curriculum, the school’s personal development offer and the provision made for pupils with SEND.  Inspectors met with members of the governing body and reviewed records of governor meetings to evaluate the effectiveness of governance.  To evaluate the effectiveness of safeguarding, 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.

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Inspection team

James Oldham, lead inspector His Majesty’s Inspector

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Inspection team

Lisa Dadds Ofsted Inspector 4 and 5 June 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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