Newton Poppleford Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Newton Poppleford Primary School

p.1

School Lane, Newton Poppleford, Sidmouth, Devon EX10 0EL

p.1

Outcome

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

p.1

What is it like to attend this school?

Pupils are rightly proud of their school and the many opportunities they experience. They benefit from warm relationships with staff who make them feel well looked after. This starts in the early years, where children feel secure and happy. Pupils enjoy coming to school and love to learn. This is reflected in their high attendance.

p.1

What is it like to attend this school?

The school has high expectations of what pupils can achieve across the curriculum. Pupils rise to these and learn well. They show positive attitudes to their learning and take pride in their work. Pupils know how the school values of ‘respect, adventure, achieve’ help them to become successful. For example, they know through the value ‘adventure’, they learn to take risks. Pupils appreciate the praise they receive for doing the ‘right thing’, such as collecting ‘tribe points’.

p.1

What is it like to attend this school?

The school teaches pupils to respect and treat others equally, regardless of difference. Pupils are encouraged to be responsible and active citizens through the many leadership roles. An example includes older pupils being ‘buddies’ to help the youngest children have a positive start to school life. From this, pupils develop strong bonds with each other and get on well, including during social times.

p.1

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

The school, alongside governors, are ambitious for pupils to be successful. Since the previous inspection, there has been a sharp focus on the design and the teaching of the curriculum. The school has responded appropriately to the low published outcomes in 2024 in some subjects and is taking effective steps to address some key weaknesses. As a result, pupils’ current learning is stronger across the curriculum. 1 and 2 April 2025

p.1

2

The school has defined with precision and clarity the essential knowledge that pupils need to learn, starting in the ‘Little Popples’ pre-school up to Year 6. There has been careful consideration of how pupils will build their knowledge based on what they have learned before, as well as the vocabulary they need to embed. As a result, teachers are clear what to teach and when.

p.2

2

The school has developed its approach to teaching through its principles of ‘flexible classrooms’. This has helped to develop staff expertise to implement the curriculum effectively. Teachers appreciate the support the school provides. They make sure that pupils recap previous learning to help them to retain knowledge. Pupils appreciate this as it helps them to talk about their learning with ease. In lessons, teachers skilfully help pupils to connect their knowledge. They make checks on how well pupils are learning the curriculum and provide support to address and gaps quickly.

p.2

2

The school has worked on the English curriculum to ensure that pupils build their knowledge securely. It has changed its approach to the teaching of early reading especially. Staff benefit from development opportunities which they use to help pupils to become confident and fluent readers. The school makes checks to identify and support any pupils who need help to keep up. Within the writing curriculum, the school is focused on helping pupils to develop their handwriting, spelling and punctuation and eliminating historical gaps in knowledge. This is helping most pupils to develop their writing well. However, some pupils make errors in the basics of writing that are not supported quickly enough as future learning tasks do not address their misconceptions. Consequently, some pupils do not learn the English curriculum as well as they could.

p.2

2

The school works well to support pupils with special educational needs and/or disabilities (SEND). It has a clear approach to identifying pupils with SEND. This starts in the early years, where children benefit from checks on language development to be clear about gaps they may have in communication. The school has strengthened the expertise of staff to develop precise learning with targets that focus on the most significant areas of need. This is helping pupils to learn the curriculum well. However, some of this work is in its early stages which means that some pupils with SEND do not yet benefit from the support outlined in their learning strategy. As a result, they do not build their knowledge securely.

p.2

2

The school’s approach to developing pupils’ personal development is highly valued by pupils, parents and carers. ‘Adventure island’ is a much-loved part of the school’s provision where pupils appreciate the opportunities to learn about nature, including the importance of protecting the environment. In addition, the academic curriculum is enhanced through activities and experiences that bring their learning to life. For example, pupils build a model house along Pudding Lane to support their learning in history about the Great Fire of London.

p.2

Safeguarding

The arrangements for safeguarding are effective. 1 and 2 April 2025

p.2

(Information for the school and appropriate authority)

 Some pupils are not deepening their knowledge of the writing curriculum securely. This is because previous gaps in their transcription knowledge are not routinely addressed in future learning. This leads to key misconceptions over time for some pupils. The school should ensure that staff address errors in writing as they arise to help these pupils to become confident and fluent writers.  Some pupils with SEND do not yet fully gain from the intended provision set out in their precise learning plans. Consequently, these pupils are given work that is beyond what they know and can do and so they progress less well through the curriculum. The school should strengthen staff expertise so that pupils with SEND benefit from the support they need to learn the curriculum well.

p.3

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.

p.3

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.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in March 2020.

p.3

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 1 and 2 April 2025

p.3

Further information

You can search for published performance information about the school.

p.4

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). 1 and 2 April 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Website www.newton-poppleford.devon.sch.uk

p.5

School details

Dates of previous inspection 11 and 12 March 2020, under section 5 of the Education Act 2005

p.5

Information about this school

 The headteacher was appointed in September 2022.  There is a pre-school on the school site called ‘Little Popples’, which is managed by the governing body. It takes children from ages two to four. The pre-school was included in the inspection and currently there are 35 children on roll.  The school provides a before- and after-school club.  The school does not currently use any alternative provision.

p.5

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 her evaluation of the school. 1 and 2 April 2025

p.5

6

 The inspector spoke with school leaders, curriculum leaders, staff, those responsible for governance and a representative from the local authority.  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 the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector observed pupils’ behaviour in lessons and around the school site. Additionally, the inspector spoke to pupils to discuss their views about the school.  The inspector considered responses to Ofsted’s online survey for parents, Ofsted Parent View as well as Ofsted’s online survey for staff.

p.6

Inspection team

Esther Best, lead inspector His Majesty’s Inspector 1 and 2 April 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7