Tidcombe Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Tidcombe Primary School Marina Way, Tiverton, Devon EX16 4BP

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Outcome

Tidcombe Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Adam Evans. This school is part of St Christopher’s C of E (Primary) Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jo Evans, and overseen by a board of trustees, chaired by Andrew Bailey.

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What is it like to attend this school?

Pupils at this school love to learn. They are proud of the friendships they build and are respectful of differences. The school is ambitious for all pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils meet these high expectations and display positive attitudes to learning.

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What is it like to attend this school?

Pupils are safe. They know that if they have any worries there is an adult that they can talk to. Pupils are kind and thoughtful. In their roles as librarians and play leaders, pupils act as roles models and set an example to other pupils. The school council meets regularly with school leaders to identify ways to improve the school further. This has resulted in the introduction of the house point system to celebrate positive behaviour.

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What is it like to attend this school?

Pupils benefit from a range of exciting after-school clubs to help develop their talents and interests. For example, pupils attend French, mathematics, and recorder club. Trips to the local zoo and nearby beaches, along with visits from theatre companies, help pupils to develop an appreciation of nature and the arts.

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

The school has developed a broad and rich curriculum that helps pupils build knowledge over time. Pupils are keen to share what they learn and connect ideas from a range of different subjects. The school enriches the curriculum through carefully considered trips, 7 and 8 January 2025

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such as historical walks of the local area. However, at times, the learning activities that pupils complete in class are not always adapted well enough to meet the needs of all pupils. This means that some pupils complete work that is not ambitious enough.

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Pupils have a love of reading and read a wide range of authors and genres. Children start to learn to read in the early years. Staff training in the phonics curriculum has ensured a consistent approach to the teaching of phonics. Staff are quick to identify any pupil who needs extra help. Staff provide appropriate support so that those pupils catch up quickly. Pupils become confident and fluent readers.

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Pupils with SEND achieve well. The school identifies the needs of pupils with SEND at an early stage. Staff support pupils with SEND to effectively learn the full curriculum alongside their peers. When necessary, work is appropriately adapted to meet their needs.

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Children in the early years celebrate cultures from around the world. They also learn about seasonal change through first-hand experiences, such as visits to farms and pumpkin picking. However, at times the activities that children access in the classroom’s continuous provision do not help children to develop their vocabulary or deepen and consolidate their knowledge. This means that some children do not achieve as well as they could and are not ready for Year 1.

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Since the previous inspection, the school has prioritised improving the behaviour of pupils. Staff have been trained to effectively understand and manage behaviour consistently. Pupils know what is expected of them and meet the school’s high expectations of their behaviour. When necessary, the school provides personalised support for pupils who find it difficult to regulate their own behaviour. The school also places a high importance on attendance. The school works closely with families where this is a concern. As a result, pupils have high rates of attendance.

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The provision for pupils’ personal development is a strength of the school. Pupils benefit from opportunities to learn about key historical figures, such as Rosa Parks. They draw on this knowledge to develop an understanding of how to overcome adversity. The school site benefits from a well-resourced outdoor learning space, where pupils learn to be inquisitive, reflective and build new skills.

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Since the arrival of the new school leaders, there has been a sustained programme of school improvement. Recent professional development has been well received by staff. They say they feel supported by the school and trust leaders. As a result, staff are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective. 7 and 8 January 2025

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(Information for the school and appropriate authority)

 In the early years, the activities planned for continuous provision and the quality of adult interactions are variable in quality and impact. This means that opportunities for children to deepen or consolidate their knowledge are less effective than they could be. The trust should ensure that children’s learning is maximised in the continuous provision, so that they achieve as well as they should and are ready for the next stage of their education.  Learning activities are not always adapted well enough to meet the needs of all pupils. This means that some pupils complete work that is not ambitious enough. The trust should ensure that the curriculum is delivered so that pupils achieve as well as they can.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.

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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. 7 and 8 January 2025

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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 January 2025

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School details

Date of previous inspection 23 May 2019, under section 8 of the Education Act 2005

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Information about this school

 This school is part of St Christopher’s C of E (Primary) Multi Academy Trust.  The school does not currently make use of alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation 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 inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered 7 and 8 January 2025

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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 inspector met with the headteacher, the assistant headteacher, the school improvement lead, the special educational needs coordinator, subject leaders, trustees, members of the governing body and the CEO.  The inspector observed pupils’ behaviour in lessons and around the school site.  The inspector gathered parents’ views by considering the responses to Ofsted Parent View and by talking to parents. The inspector also reviewed responses to Ofsted’s online staff and pupil surveys.

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Inspection team

James Gentile, lead inspector His Majesty’s Inspector 7 and 8 January 2025

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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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