Halwill Community Primary School

Inspection of Halwill Community Primary School Dreybury Lane, Halwill, Beaworthy, Devon EX21 5XU

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The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 29 and 30 April 2025

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What is it like to attend this school?

This village school is at the heart of its community. The school is ambitious for all pupils and pupils respond positively to this. As a result, behaviour across the school is exemplary and pupils achieve well.

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What is it like to attend this school?

The school’s motto, ‘Aim high, be resilient, take care of each other’, is consistently demonstrated in pupils’ attitudes and interactions. Pupils feel safe and know there is a trusted adult they can speak to if they have any concerns. Older pupils understand their role as positive role models. They take this responsibility seriously and set an example to the younger children.

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What is it like to attend this school?

Leadership opportunities, such as school councillors, librarians and house captains, are valued by pupils and contribute to their growing confidence. Residential experiences include overnight camps at school and visits to London. These opportunities develop pupils’ independence and resilience. Pupils gain a strong sense of social responsibility through activities, such as singing to local care home residents.

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What is it like to attend this school?

The school offers a range of enrichment opportunities, including after-school clubs in singing, athletics and drawing. These activities allow pupils to explore and develop individual talents and interests. As a result, pupils leave the school as confident and caring individuals, who are well prepared for the next stage of their education.

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

The school has designed a knowledge-rich curriculum underpinned by high expectations of pupils. This ambition is reflected in published outcomes, which exceed national standards. Reading is central to the curriculum. The school’s phonics scheme is well embedded. Pupils are secure in the sounds they learn. Teachers regularly check pupils’ understanding. This helps teachers gain a precise understanding of pupils’ reading abilities. Pupils at risk of falling behind are swiftly identified and receive targeted support to help them keep pace with their peers.

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

In many subjects, such as mathematics, the school has clearly defined the essential knowledge pupils must know and remember. Teachers use this information to check pupils’ understanding effectively and adapt teaching where necessary.

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

The wider curriculum is broad and engaging. Lessons capture pupils’ interest and imagination. This means that pupils talk knowledgeably and in detail about what they are currently learning. For example, in history pupils explain how the story of Beowulf helps them to deepen their understanding of what life was like during the period of the Anglo- Saxons. However, in a small number of subjects, the key knowledge that pupils need to know has not been clearly identified. This leads to variability in how teachers emphasise and revisit content. As a result, in these subjects pupils do not consistently recall prior learning or make connections in their learning. 29 and 30 April 2025

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Pupils with special educational needs and/or disabilities (SEND) achieve well. The school is quick to identify the needs of pupils with SEND. Teachers know their pupils well and skilfully adapt learning to ensure that pupils with SEND access the same ambitious curriculum alongside their peers.

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The early years provision lays a positive foundation for learning. Staff work closely with individual children. They foster positive relationships and support children’s personal development. A love of reading is nurtured from the start through carefully selected stories linked to classroom learning. The continuous provision supports children’s curiosity and social development helping them to learn and play cooperatively.

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Pupils’ behaviour across the school is exemplary. Pupils are kind and respectful to adults and one another. In lessons they demonstrate a mature attitude to learning. They ask thoughtful questions and listen attentively. These positives attitudes to learning ensure that lessons run smoothly and pupils focus on their work. The school has established robust systems to promote high attendance. These are proving effective and attendance has improved as a result.

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The provision for personal development is a strength of the school. The school ensures that the rural context does not limit pupils’ understanding of life in modern Britain. Carefully planned visits, such as trips to the Houses of Parliament, support pupils’ understanding of democracy and fundamental British values. Opportunities to visit museums, theatres and cities broaden pupils’ appreciation of arts and culture. Pupils show deep respect for others, including those from different cultures or with differing beliefs. A well-sequenced programme of visiting professionals introduces pupils to a wide range of careers. This helps to raise aspirations and prepares pupils for their future.

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Parents and carers are highly supportive of the school’s work and value the support their children receive. Staff morale is high. Staff say leaders and governors are considerate of their workload and well-being when making decisions. Governors know the school well and provide effective support and challenge. They are committed to the continued improvement of the school and share leaders’ ambitious vision.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a small number of subjects, the essential knowledge that pupils need to know has not been precisely identified. This means that teachers do not always know which knowledge to emphasise and revisit. As a result, pupils do not consistently recall and make connections in their learning. The school should ensure that the essential 29 and 30 April 2025

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knowledge pupils should know and remember over time is identified so that teaching enables pupils to connect new learning to what they already know.

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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). 29 and 30 April 2025

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 10 December 2019, under section 8 of the Education Act 2005

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Information about this school

 This is a smaller-than-average sized school.  The school is part of the Carey Federation.  The school does not currently use 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. 29 and 30 April 2025

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 Inspections are a point-in-time evaluation 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, the inspectors discussed the curriculum with teachers, 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 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.  Inspectors met with the headteacher, members of the school’s senior leadership team, the special educational needs coordinator, subject leaders, and members of the

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governing body.  Inspectors observed pupils’ behaviour in lessons and around the school site.  Inspectors gathered parents’ views by considering the responses to Ofsted Parent View and by talking to parents. Inspectors 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

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Inspection team

Julie Barton Ofsted Inspector 29 and 30 April 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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