St Edward's CofE Primary School

Inspection of a school judged good for overall effectiveness before September 2024: St Edward’s CofE Primary School Fort Austin Avenue, Eggbuckland, Plymouth, Devon PL6 5ST

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Outcome

St Edward’s CofE 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 Jane Bird. This school is part of St Christopher’s 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?

Staff have high expectations of pupils. Pupils meet these in their academic achievements and positive behaviour at school. Parents and carers are supportive of the school. Many describe how well staff get to know their child as an individual. They appreciate the school’s caring and nurturing approach. This supports pupils to feel happy and safe in school.

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What is it like to attend this school?

The school’s vision of ‘curious, accepting, resilient and equitable’ (CARE) is lived out by staff and pupils. Staff recognise pupils who demonstrate the values through rewards such as ‘stars of the week’. Pupils learn the golden rule of ‘treat others how you would like to be treated’. They show this through acts of kindness towards each other.

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What is it like to attend this school?

Pupils have many opportunities to take on roles and responsibilities to support school life, for example as animal welfare leaders, sports leaders or members of the school council. Pupils are also proud to be selected as ‘worship leaders’. They take a leading role in setting up the hall and welcoming their peers for assemblies. Pupils across all classes benefit from the experience of trips outside of school, often with a link to the environment. These include visiting the ‘Eden Project’, the aquarium and a local incinerator. 20 and 21 May 2025

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

Pupils benefit from an ambitious curriculum. The school creates an inclusive environment where all pupils can thrive. Pupils that may have additional needs are identified quickly and support, in collaboration with parents, is put into place. The school works effectively with external professionals as required. Staff use information about the individual needs of pupils with special educational needs and/or disabilities (SEND) to tailor the range of activities and level of support in the classroom. This enables pupils with SEND to learn successfully alongside their peers.

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

Across the curriculum, the knowledge that pupils learn is clearly defined. Teaching regularly checks what pupils know and can do. However, on occasion, teachers do not use the information gained through checking pupils’ understanding to address gaps in knowledge or extend pupils’ learning. Therefore, for some pupils, their gaps in knowledge persist or they do not extend their learning as much as they could.

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

The school encourages pupils to read widely and often. Many pupils develop a love of reading and are keen to recommend books to their peers in ‘Book Buzz’. Children in the Nursery and Reception Year love exploring texts such as ‘Jack and the Beanstalk’ and turning this into story boards and role play.

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

Children are excited to start their phonics journey when they join in the early years. They learn their sounds in a logical order and quickly progress to blending them successfully into words. Children read books matched to the sounds that they know. This supports them to make good progress over time with their reading. Children in the early years, and any older pupils, who start to fall behind with their reading receive specific support to help them to catch up quickly. As a result, they become fluent and confident readers.

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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 are enthusiastic and keen to contribute their ideas, for example when learning about light and shadow in a science practical, or when sharing their knowledge of space in a lesson on Neil Armstrong. Children in the Nursery and Reception Year are curious learners. They happily explore the broad range of well-considered indoor and outdoor activities. Children work together to build towers from pegs, plant seeds and flowers, and re-enact poems that they have learned.

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

Pupils show pride in their school. They are polite and open doors for others. At social times, pupils enjoy playing outside with their peers. They participate in activities such as high jump, which is organised by the pupil ‘sports leaders’. Pupils regulate their behaviour well. As they move around the school, they are mindful not to disturb others. Children in the Nursery and Reception Year learn to follow clear routines. They develop their independence in how they serve themselves and others at the snack table.

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

The school delivers a detailed personal, social, and health education (PSHE). Pupils are confident in how to keep safe online and in the community. For example, they learn about keeping safe on the roads, in the sun and on school trips. Pupils learn about healthy 20 and 21 May 2025

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relationships in an age-appropriate way. They understand the importance of looking after their mental and physical health.

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Staff benefit from a thorough professional development programme. They value the opportunity to collaborate with staff from other schools in the trust. Staff are well supported by leaders. They are encouraged to prioritise their well-being. Leaders are effective in the steps they take to reduce staff workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasion, teachers do not use the information gained through checking pupils’ understanding to address gaps in pupils’ knowledge or to extend their learning further. As a result, some pupils do not develop their knowledge as successfully as they could. The school should ensure that assessment information is used purposefully in supporting pupils to know and remember more.

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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 March 2020. 20 and 21 May 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). 20 and 21 May 2025

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School details

Dates of previous inspection 3 and 4 March 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is part of St Christopher’s Multi Academy Trust.  St Edward’s is a Church of England School. The last section 48 inspection took place in November 2024.  The school has a nursery for children aged three and four.  The school uses one registered and one unregistered 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. 20 and 21 May 2025

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 The inspector held discussions with the headteacher, the special educational needs and disabilities coordinator, members of the local governing body, the CEO of the trust, and the regional director of education of the trust.  The inspector visited a sample of lessons, spoke to teachers, spoke to curriculum leaders, 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 considered parents’ responses to Ofsted Parent View, including the free- text comments. The inspector also considered responses to Ofsted’s online staff and pupil surveys.

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Inspection team

Kelly Olive, lead inspector His Majesty’s Inspector 20 and 21 May 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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