Shakespeare Primary School

Inspection of Shakespeare Primary School 400 Honicknowle Lane, Honicknowle, Plymouth, Devon PL5 3JU

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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

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The executive head of this school is Cameron Lancaster. The head of school is Courtney Lobban. This school is part of The Learning Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Simon Spry, and overseen by a board of trustees, chaired by John Butcher. 5 and 6 November 2024

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What is it like to attend this school?

Pupils enjoy coming to school. Nurturing relationships are a strength of the school. This underpins a strong culture of pupils feeling, and being, safe. Consequently, they are in a good position to learn well, which they do.

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What is it like to attend this school?

Trust and senior leaders have responded with rigour to the weaknesses identified at the last inspection. They have made many improvements to the school that have benefited pupils. As a result, pupils now achieve much better outcomes, particularly those from disadvantaged backgrounds.

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What is it like to attend this school?

Pupils behave well because they understand the expectations adults have of them. Children in the early years are confident and independent in using the space for learning. This continues through the school. Pupils know the routines, rewards and consequences. They participate in partner talk, group and class discussions well. They are polite and respectful of different opinions and ideas.

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What is it like to attend this school?

Pupils learn about life in modern Britain and world citizenship. This promotes tolerance and understanding. The school ‘parliament’ are proud to be ambassadors for their school. They have meaningful opportunities to contribute to life within the school. For example, by promoting reading and caring for the environment.

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

Everyone has a relentless focus on the vision, ‘where all children achieve greatness’. This shared vision is clearly embedded in policy and practice across the school. Some staff have brought fresh ideas and rigour to school improvement. The school has also supported staff to become confident experts in their roles. The school’s improvements are based on research and what works well. This is a strength of the school. It has considered what pupils will learn, and how children learn best.

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

Pupils know what to expect in lessons which allows them to focus on learning the key knowledge. They use the visual aids well to help them recall what they have learned. These also help pupils to make links across subjects. Pupils with special educational needs and/or disabilities (SEND) benefit from a variety of adaptations that support them well. This means they are successful at learning alongside their peers. However, in some curriculum areas, because developments are fairly recent, pupils do not have secure knowledge and they struggle to remember key content.

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

Reading is at the heart of the school’s curriculum. The school’s ‘super 6’ books form the basis of the early years’ curriculum. This sparks children’s enjoyment and interest in the world of the imagination. Activities in the outside and inside areas encourage children to explore the stories they hear. This is well supported by adults. As children prepare to move on from the nursery, they begin to learn early sounds so they are ready for learning phonics in the Reception Year. 5 and 6 November 2024

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Pupils learn to read well. The phonics curriculum is implemented effectively. Staff have secure subject knowledge which they use successfully to make sure that pupils keep up. For any pupils who need help, adult support is effective. Many pupils secure their phonics quickly which helps them move on to longer, more complex books. Pupils also enjoy reading at key stage 2. The books used in the curriculum provide a mirror for pupils to identify with, such as books about disability or common social situations. In addition, they give pupils a window to the wider world such as diverse cultures and moral dilemmas. They are sequenced to ensure pupils grapple with challenging structures and content in age-appropriate ways.

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Vocabulary is an important feature of the curriculum. It is subject specific, technical and ambitious. Oral rehearsal of this is inclusive and enables pupils with SEND to learn well. The focus on oracy is effective. Pupils are confident in reasoning and giving opinions using the identified vocabulary.

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The school shows a high degree of professional curiosity when analysing information about suspensions. Support for pupils who have social, emotional or mental health needs, is extensive. No stone is left unturned to help these pupils. The pastoral team works closely with parents and outside agencies. Suspensions and exclusions are a last resort and, when used, are well managed. Attendance is managed robustly with a firm but supportive approach. As a result, pupils’ attendance is rising. The school makes good use of analysis to understand patterns and trends. For example, the school can demonstrate clear improvements in persistent absence.

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Staff appreciate the benefits of belonging to the trust. Workload is shared through regular networking and trust-wide developments. The trust works effectively with the school to ensure improvements are having the necessary impact on pupils’ learning.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 A few subjects are at the earlier stage of design and implementation. As a result, pupils are not building their knowledge securely in a logical sequence. The school should ensure that pupils know and remember important concepts before moving on to new content, so that they deepen their knowledge over time. 5 and 6 November 2024

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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.

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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). 5 and 6 November 2024

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School details

Date of previous inspection 17 and 18 May 2022, under section 5 of the Education Act 2005

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Information about this school

 The school has more than the national average of pupils who are disadvantaged.  The school uses one registered 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. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision. 5 and 6 November 2024

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 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: reading, mathematics, religious education, and art and design. For each deep dive, 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.  Inspectors held meetings with the headteacher, deputy headteacher, special educational needs coordinator, curriculum leaders, teaching and support staff. The lead inspector met with members of the local governing body and the chair of the trust. She also met with the chief executive officer and the director of education.  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

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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 some pupils read to an adult.  Inspectors observed pupils’ behaviour in lessons and around the school site. In addition, they met with pupils informally and formally to hear their views.  Inspectors considered responses to Ofsted’s online questionnaire, Ofsted Parent View, including free-text responses. Inspectors also took into consideration responses to the staff and pupil surveys.  Inspectors examined a range of documentation provided by the school, including the school’s improvement plan and self-evaluation form.

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Inspection team

Angela Folland, lead inspector His Majesty's Inspector

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Inspection team

Steve Smith Ofsted Inspector 5 and 6 November 2024

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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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