Boyton Community Primary School

Inspection of Boyton Community Primary School Boyton, Launceston, Cornwall PL15 9RJ

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement

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The head of school is Katherine Davies. This school is part of the An Daras multi-academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Jo Callow, and overseen by a board of trustees, chaired by Stephen Taverner. There is also an executive headteacher, Jon Philpotts, who is responsible for this school and two others. 17 and 18 June 2025

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What is it like to attend this school?

Pupils come to school happy and eager to learn. They are determined to build their ‘learning powers’, such as being a ‘resilient rhino’ or a ‘resourceful robin’. The school regularly celebrates pupils’ achievements, known as ‘brilliance at Boyton’.

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What is it like to attend this school?

Pupils conduct themselves well in lessons and around the school. They follow routines willingly and cooperate enthusiastically. Older pupils enjoy taking on responsibilities, such as organising an obstacle course for younger children at breaktime. Pupils of all ages enjoy playing sport and learning musical instruments together. These opportunities develop their teamworking skills and confidence to perform as a group.

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What is it like to attend this school?

The school has high expectations of pupils’ achievements. Pupils live up to these. They appreciate opportunities that extend their learning beyond the classroom. For example, they take part in an annual architecture competition where they apply their knowledge of design.

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What is it like to attend this school?

Pupils benefit from a range of extracurricular opportunities. They readily participate in mountain biking and film clubs, for instance. The school plans carefully a wide range of experiences beyond the classroom. For example, pupils take part in a beach visit, camp out overnight and enjoy a trip to London. These opportunities make a strong contribution to pupils’ wider development.

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

The school has designed a broad and ambitious curriculum. It has ordered logically what pupils learn and when. For example, younger pupils learn about animals that live near the sea. This prepares them to investigate how animals have adapted to their environment when they learn science later.

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

In most subjects, pupils develop their knowledge and understanding well over time. For example, in geography, pupils learn about the Earth’s structure in increasing detail. Teachers have the subject knowledge they need to implement the curriculum. Sometimes, however, teaching does develop pupils’ verbal language as well as it could.

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

Staff typically check what pupils have learned. This often means that they can correct promptly any misconceptions in pupils’ thinking. On occasion, the work that pupils do is not adapted precisely to their starting points. This means that pupils sometimes do not deepen their understanding enough.

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

Children start learning to read as soon as they join the Reception Year. Staff build pupils’ interest in words and stories by reading to them engagingly. Pupils read books that are matched well to the sounds that they are learning. This ensures that they build their reading accuracy and fluency. Any pupil who needs extra help receives appropriate support. 17 and 18 June 2025

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The school has strengthened how it identifies and assesses the needs of pupils with special educational needs and/or disabilities (SEND). Staff know pupils’ individual needs well and teaching usually makes appropriate adaptations to the curriculum. As a result, pupils with SEND typically build their skills and independence successfully.

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Pupils are punctual and attend school regularly. The school works closely with parents and carers to ensure that pupils miss as little school as possible.

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The school’s personal development programme prepares pupils well for their future lives. Pupils learn about difference and diversity and gain knowledge of different religions. This ensures that they understand the importance of tolerance and respect. The school helps pupils to explore important issues, such as sustainability and democracy. Consequently, pupils learn about the choices that they can make to contribute positively to society.

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Pupils benefit from effective personal, social and health education. The school helps them learn how to care for their own well-being, and that of others. For example, pupils learn to recognise their own emotions and how to administer basic first aid. Pupils learn how to keep safe both offline and online. They gain an age-appropriate understanding of healthy relationships.

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Leaders have an accurate understanding of the school’s strengths and areas for further development. Trustees and governors fulfil their roles effectively by ensuring that statutory duties are fulfilled and leaders are held to account for improvements. Leaders ensure that staff receive the professional development that they need, while being mindful of their 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, teaching does not provide sufficient opportunities for pupils to build their verbal language. As a result, pupils do not gain some knowledge as well as they could. The school should ensure that teaching consistently develops pupils’ language.  Staff do not consistently provide pupils with tasks that build on what they have already learned. Consequently, pupils sometimes do not acquire sufficient depth in their understanding. The school should ensure that teaching builds precisely from pupils’ starting points. 17 and 18 June 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). 17 and 18 June 2025

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School details

Dates of previous inspection 6 and 7 December 2022, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the An Daras multi-academy trust. It joined the trust in April 2024.  The school has a nursery that accepts children from the age of 2 years. There were no children attending the nursery during the inspection.  The school does not use any alternative providers.

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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. 17 and 18 June 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. 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 geography. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers and pupils and looked at samples of pupils’ work. An inspector listened to a sample of pupils reading to a familiar adult.  Inspectors held discussions with school and trust leaders. Inspectors analysed school documentation, including leaders’ evaluations and plans for improvement. Inspectors scrutinised a range of policies and procedures, including those that relate to the

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curriculum, SEND and safeguarding. An inspector also held discussions with representatives of the board of trustees.  To evaluate the effectiveness of safeguarding, 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 considered responses to Ofsted Parent View and parents’ free-text comments. An inspector met with some parents at the beginning of the school day.  Inspectors spoke with staff to gather their views about the school and evaluated their responses to Ofsted’s staff survey.

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Inspection team

James Oldham, lead inspector His Majesty’s Inspector

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Inspection team

Cameron Lancaster Ofsted Inspector 17 and 18 June 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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