Bishops Nympton Primary School

Inspection of Bishops Nympton Primary School Bishops Nympton, South Molton, Devon EX36 4PU

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 24 and 25 June 2025

p.1

What is it like to attend this school?

Pupils are proud of their school, set in the heart of the countryside. The school supports pupils to celebrate their local area while teaching them to think beyond their village. For example, visits to cities such as Bristol to see West End shows, helps pupils broaden their understanding of the arts and culture. The school has high aspirations for pupils. Pupils rise to these aspirations, and they achieve well.

p.2

What is it like to attend this school?

Pupils are safe. They develop a secure understanding of what it means to stay safe online and within a farming community. Pupils know that there is a trusted adult they can speak to if they have any concerns.

p.2

What is it like to attend this school?

The school is calm. Pupils are polite and kind to one another. Older pupils recognise that they are role models to younger children and take this responsibility seriously. Opportunities to act as play leaders and school councillors help pupils develop a sense of responsibility. Participation in the Exmoor challenge helps pupils to develop resilience and independence. Extra-curricular clubs such as choir, football and drumming enrich pupils’ talents and skills.

p.2

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

Since the previous inspection, the school has been hampered by a considerable period of staffing instability. However, staffing has now stabilised, and the school has a renewed focus on continuing to improve the quality of education for its pupils.

p.2

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

The school has an ambitious curriculum that is designed to build knowledge and skills from the early years through to Year 6. From nursery, there is a strong focus on developing children’s speaking and listening skills. Staff are adept at ensuring children learn new and ambitious vocabulary. Staff in the early years have high expectations of the children they teach. There is a strong focus on the teaching of mathematics and reading. This means children build the foundational knowledge they need to ensure they are ready for the next stage of their education.

p.2

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

Teaching pupils to learn to read is a strength of the school. The delivery of the school’s phonics programme helps pupils in all years to read at the earliest opportunity. The success of the phonics programme is reflected in published outcomes. As pupils get older, they are exposed to more challenging texts that capture their imagination. As a result, pupils are keen to contribute their ideas about the stories they read. However, in some subjects, the learning activities provided do not always match what pupils are capable of. This means that some pupils complete work that lacks sufficient challenge. As a result, these pupils do not deepen their knowledge as well as they could.

p.2

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

The wider curriculum is rich in knowledge. Pupils recall what they have learned. For example, they are able to explain the differences between primary and secondary sources in history. Trips to local museums help pupils to contextualise their learning. However, across the curriculum, pupils are not provided with sufficient opportunities to develop 24 and 25 June 2025

p.2

3

their writing skills. As a result, sometimes they are not able to express what they know in depth or apply their knowledge effectively through written work.

p.3

3

The school effectively supports pupils with special educational needs and/or disabilities (SEND). The school is quick to identify the needs of pupils with SEND. This ensures that appropriate support strategies are implemented swiftly. Precise support, combined with the development of collaborative relationships with parents and carers, contribute significantly to the progress of pupils with SEND. As a result, these pupils make good progress from their individual starting points.

p.3

3

Pupils throughout the school behave in a responsible manner. Positive behaviour is underpinned by the warm relationships pupils have with staff. When incidents of poor behaviour occur, staff are quick to identify solutions to support pupils. Pupils enjoy coming to school. This is reflected by strong rates of attendance. Staff work closely with families, where attendance is deteriorating to provide support to overcome absence.

p.3

3

The provision for pupils’ personal development is enriched by a wide range of broader experiences. Residential trips to London and Bristol help pupils to understand that they are part of a diverse community.

p.3

3

Governors and school leaders demonstrate an outward-looking approach. They actively seek external services and expertise to help identify school priorities. This enables governors to provide an appropriate balance of challenge and support, enhancing their overall effectiveness. Staff consistently report feeling well supported by leadership and express pride in being part of the school community. This positive culture contributes to a strong sense of morale and shared purpose across the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school’s expectations for pupils’ writing throughout the curriculum is not realised across all year groups. As a result of this, some pupils are not given sufficient opportunities to develop and apply key skills in writing, such as spelling, punctuation and handwriting. This limits their ability to communicate their knowledge clearly and accurately in written work. The school should ensure that expectations for writing are applied consistently across subjects and year groups, so that pupils are supported to develop secure writing skills.  At times learning is not adapted well enough to meet pupils’ individual needs. As a result, some pupils complete work that lacks sufficient ambition. The school should 24 and 25 June 2025

p.3

4

strengthen training and support for staff to ensure that learning is appropriately adapted, so that pupils are able to deepen their knowledge over time.

p.4

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.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

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). 24 and 25 June 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Catherine Jennings

p.5

School details

Dates of previous inspection 24 and 25 January 2023, under section 5 of the Education Act 2005

p.5

Information about this school

 The school has an on-site nursery which has two-, three- and four-year-old children.  The school does not currently use any alternative provision.  The school is part of the Exmoor Link Federation.

p.5

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.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school's education provision. 24 and 25 June 2025

p.5

6

 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.  The inspectors met with the headteacher, the special educational needs coordinator, subject leaders and governors.  The inspectors observed pupils’ behaviour in lessons and around the school site.

p.6

6

 The inspectors gathered parents’ views by considering the responses to Ofsted Parent View and by talking to parents. The inspectors also reviewed responses to Ofsted’s online staff and pupil surveys.

p.6

Inspection team

James Gentile, lead inspector His Majesty's Inspector

p.6

Inspection team

Matthew Shirley Ofsted Inspector 24 and 25 June 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