Lady Modiford's Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Lady Modiford's Church of England Primary School Walkhampton, Yelverton, Devon PL20 6JR

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Outcome

Lady Modiford's Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The executive headteacher of this school is Suzy Dyter. This school is part of the St Christopher’s CofE trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Joanne Evans, and overseen by a board of trustees, chaired by Andrew Bailey.

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What is it like to attend this school?

The pupils of Lady Modiford’s Church of England Primary School are proud to attend this small inclusive school. Parents and carers speak highly of the school’s family feel as well as the level of care that staff show towards pupils. Pupils are confident to share their worries and have faith in adults’ ability to help them resolve disagreements. They know that their opinions are listened to and this makes them feel safe.

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What is it like to attend this school?

The school is ambitious for pupils to achieve well. Pupils respond to this ambition. This is illustrated by the quality of pupils’ written work and how their mathematical skill develops over time. The school provides trips and experiences to bring the curriculum alive for pupils. Guests to the school help pupils learn about the history and geography of the local area. Memorable experiences, such as the recent ‘Walking Nativity’ in the village, showcases pupils’ talents.

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What is it like to attend this school?

The school has clear routines that means that it is calm and orderly both in class and at breaktimes. Pupils understand why it is important to behave well so as not to disrupt others. They respond promptly to instructions from adults. Pupils enjoy the rewards that they are given for their high-quality work and their conduct. 5 February 2025

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

The school has recently reviewed the curriculum. It has ensured that it is effectively adapted for pupils across the 3-year groups in the school. Adults explain concepts to pupils clearly. They question pupils carefully to check their understanding. However, sometimes the follow up activities and explanations do not help pupils fully resolve gaps and misconceptions. When pupils’ understanding is not secure this hinders them learning subsequent topics.

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

The trust provides extensive support to the school to ensure that pupils study a broad curriculum. However, in a small number of subjects the school has not set out exactly what pupils will learn and when. This means that in these subjects, pupils do not build on prior knowledge and they do not learn the curriculum as well as they should.

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

The school prioritises reading. Pupils enjoy sharing stories and are keen to recommend books to each other. Pupils receive the individual support that they need, from highly skilled staff. This quickly builds both their confidence and fluency.

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

The trust works closely with the school to accurately identify the needs of pupils with special educational needs and/or disabilities (SEND). Staff know these pupils well. The school invites parents to review and plan support together. The school, includes other agencies when appropriate. For example, the well-thought out programme to prepare pupils for moving on to secondary education.

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

Pupils show positive attitudes towards their learning. They attend well and arrive to the daily breakfast club enthusiastically. Pupils are keen to celebrate the achievements of themselves and others. They take on responsibilities, such as helping adults with lunchtime arrangements. Pupils understand the importance of being part of a community working together. This helps develop their resilience and self-confidence, which supports their social and academic development.

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

Pupils learn about how to keep themselves safe and healthy in an age-appropriate way. The school encourages pupils to explore their own spirituality as well as learning about different religions and the fundamental British values. The importance of tolerance and respect for others is clearly understood by pupils.

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

The trust has been instrumental in supporting the school through the changes to pupil numbers. There is a strong commitment to providing the best possible education for pupils. At times this has meant drawing in expertise and resources from across the trust. For example, accessing bespoke interventions for pupils with SEND. Staff appreciate the professional development opportunities that the trust provides.

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

Those responsible for governance both support and hold leaders to account for their actions. They are reflective about their role in developing the school. Although the school has been through a period of significant change, leaders have been considerate of the workload and well-being of staff. Staff are proud to work at the school. 5 February 2025

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Safeguarding

The arrangements for safeguarding are effective.

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What does the school need to do to improve?

(Information for the school and appropriate authority).

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What does the school need to do to improve?

 In some subjects, the school has not identified precisely what pupils will learn and when. As a result, the curriculum does not build pupils’ knowledge well enough over time. The trust should ensure that all areas of the curriculum are ambitious and clearly defined so that pupils develop their knowledge and understanding.  On occasion, assessment is not used effectively to check pupils’ current knowledge and understanding. Consequently, some pupils are not supported to resolve misconceptions and gaps in their understanding. The trust should ensure that teachers have the expertise to use their checks on pupils’ understanding to make informed adjustments to the curriculum and its delivery, so pupils achieve well.

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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/outstanding 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 July 2019. 5 February 2025

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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 February 2025

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School details

Headteacher Suzy Dyter (Executive Headteacher)

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School details

Dates of previous inspection 10 and 11 July 2019, under section 5 of the Education Act 2005

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Information about this school

 This school is part of the St Christopher’s CofE multi-academy trust.  This school is federated with Meavy Church of England Primary School. They share a governing body.  This school currently has pupils in years 4, 5 and 6.  This school is a Church of England School in the Diocese of Exeter. A Statutory Inspection of Anglican and Methodist Schools was carried out in May 2023. Inspections are normally carried out every five years  The school does not use any alternative provision.  There is a breakfast club led by the school for pupils who attend the school.

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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 February 2025

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 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 held discussions with school leaders, teaching staff and support staff. Inspectors also spoke with trust executive leaders and local governors.  An inspector spoke with a representative of the Dioceses of Exeter.  Inspectors visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupil’s behaviour in lessons and around the school, including during breaktimes and breakfast club.  Inspectors viewed a range of school documentation, including the minutes of governance meetings, the school’s self-evaluation documents and improvement plans.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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central record; took account of the view 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.  Inspectors considered responses to the online survey, Ofsted Parent View, as well as responses to the staff survey and pupil survey. An inspector also spoke with parents at the end of the school day.

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Inspection team

Sara Berry, lead inspector His Majesty's Inspector

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Inspection team

Andrew Lovett Ofsted Inspector 5 February 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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