Witheridge Church of England Primary Academy

Witheridge Church of England Primary Academy

Address: Fore Street, Witheridge, Tiverton, Tiverton, Devon, EX16 8AH Unique reference number (URN): 144560

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Inclusion Strong standard

Staff hold high expectations for what all pupils can achieve, regardless of their background or starting point. Leaders work proactively with the local community, offering coffee mornings for parents as well as baby and toddler sessions. These activities help the school to build strong relationships with families and identify any potential barriers to learning at the earliest stage.

p.2

Inclusion Strong standard

With support from the trust’s experienced special educational needs team and external agencies, staff are trained to identify pupils’ needs swiftly. Staff use a clear, step ‑ by ‑ step approach to identifying and meeting pupils’ needs effectively. As a result, pupils with special educational needs and/or disabilities receive precisely targeted support. Pupils receive timely support that is delivered in a way that ensures they continue to access the school’s rich curriculum alongside their peers.

p.2

Inclusion Strong standard

Vulnerable pupils benefit from tailored initiatives such as confidence ‑ building outdoor activities, including surfing, and specialised overnight residentials. These opportunities help pupils who are vulnerable or who have social, emotional and mental health needs to develop confidence and resilience.

p.2

Inclusion Strong standard

Leaders have a robust and regularly reviewed plan for supporting disadvantaged pupils. They have accurately identified speech and language as a key barrier for children on entry and provide effective support. The impact of this work is reflected in above ‑ average outcomes for disadvantaged pupils, ensuring they are well prepared for secondary school.

p.2

Personal development and wellbeing Strong standard

The school’s provision for pupils’ personal development and wellbeing is ambitious, well designed and rooted in its rural context. Leaders take effective steps to secure equality of access so that all pupils benefit from the full offer. As a result, pupils are well prepared for life beyond primary school.

p.2

Personal development and wellbeing Strong standard

A wide range of enrichment opportunities broaden pupils’ experiences. These include residential visits that enrich learning through outdoor challenges and a cultural visit to London, where pupils visit the Houses of Parliament. Trust ‑ wide events further promote socialisation. For example, pupils collaborate on moorland navigation challenges, forming friendships that support a smooth transition to secondary school. Trips, visitors and clubs nurture pupils’ interests in music, art, crafts and sport. Events such as UK Parliament Week and a partnership with a primary school in Mumbai widen pupils’ horizons and deepen their understanding of different countries and cultures.

p.2

Personal development and wellbeing Strong standard

Playtimes contribute positively to pupils’ wellbeing. Pupils can walk a mile and play collaboratively at lunch, building dens, using sandpits and creating swings with tyres. Peer mediators support other pupils to get involved. The range of equipment encourages cooperation and ensures that all pupils engage positively. Leaders ensure that vulnerable pupils and those with special educational needs and/or disabilities take part fully in the school’s wider offer. Additional opportunities, such as Exmoor Discovery Days, help these

p.2

Expected standard

pupils build confidence and resilience. Leaders monitor participation closely and take effective action to ensure disadvantaged pupils benefit from the full curriculum and enrichment opportunities.

p.3

Expected standard

Pupils have secure knowledge of fundamental British values, the different backgrounds and identities people may have and healthy relationships. They cooperate well and learn to be responsible, respectful and active citizens. Pupil leadership roles enable pupils to make meaningful contributions to the school community. For example, eco councillors lead a soft ‑ plastic recycling initiative that the village has now adopted, while librarians maintain the library and write reviews to guide book choices.

p.3

Achievement Expected standard

Pupils achieve well overall. Pupils' attainment in national tests at the end of Year 6 is generally above national averages, including for disadvantaged pupils. Pupils also attain above ‑ average results in the Year 4 multiplication check. As a result, most pupils, including those with special educational needs and/or disabilities, are well prepared for the next stage of their education.

p.3

Achievement Expected standard

Most pupils pass the Year 1 phonics screening check. However, leaders are ambitious for more pupils to secure the reading skills they need by the end of Year 1. They have therefore introduced additional reading support from the moment children start school, recognising that many arrive with barriers in speech and language. Across all key stages, pupils develop their understanding well in a range of subjects. Pupils are expected to apply their English skills, including handwriting and spelling, in all subjects. Established routines, such as personal spelling books, help pupils secure key spellings and apply them with increasing accuracy.

p.3

Attendance and behaviour Expected standard

School and trust leaders closely monitor attendance. Rates of attendance are broadly in line with national averages. For pupils who require adaptations or personalised support, leaders work closely with families and external agencies to ensure attendance remains high.

p.3

Attendance and behaviour Expected standard

Pupils generally behave well. Clear routines and rules promote positive behaviour. Where behaviour falls below the school's high expectations, leaders take appropriate and effective action. Behaviour records are detailed and robust, with clear evidence of follow ‑ up actions. School and trust leaders review behaviour information to identify and respond to emerging trends. There have been no incidents of bullying or discriminatory behaviour.

p.3

Attendance and behaviour Expected standard

Most staff have high expectations for pupils’ conduct, and pupils respond positively. Older pupils, including those in leadership roles, act as respected role models for younger children. Low ‑ level disruption is rare and seldom interrupts learning, although a small number of pupils occasionally need reminders. Staff make appropriate adaptations, such as adjusting tasks or providing additional guidance, which help pupils with special educational needs and/or disabilities engage fully in their learning. Behaviour at breaktime and lunchtime is a strength of the school. Leaders have planned high ‑ quality play opportunities that encourage cooperation and active play.

p.3

Curriculum and teaching Expected standard

Leaders have an accurate and well ‑ informed view of the quality of education. The curriculum is generally well taught, and most staff have the subject knowledge needed to deepen pupils’ understanding. Where teaching is strongest, expectations are high and pupils engage fully in their learning. Leaders have identified where some staff require further support and have provided targeted professional development to strengthen consistency. Processes for checking pupils’ progress are in place, but in some lessons practice varies. Where these processes are used well, teachers check precisely what pupils know and remember. In some lessons, however, teachers move on too quickly, leaving misconceptions unaddressed.

p.4

Curriculum and teaching Expected standard

This small school has benefited from collaboration across the trust to design an ambitious and broad curriculum. Leaders have identified the key knowledge and skills they want pupils to know and remember. The curriculum reflects and celebrates the local rural environment. For example, pupils learn about farming and agriculture using subject ‑ specific vocabulary. At the same time, pupils develop a secure understanding of subjects and concepts beyond their locality, ensuring they are well prepared for life beyond their village. Pupils who fall behind or pupils with special educational needs and/or disabilities are identified quickly. Focused, timely support from skilled staff ensures they catch up swiftly and achieve well from their starting points.

p.4

Early years Expected standard

Leaders have an accurate view of the quality of education in the early years. Children with additional needs are identified quickly. Staff make swift adaptations in the classroom, supported by the school’s special educational needs coordinator and external agencies when needed. Provision for 2 ‑ and 3 ‑ year ‑ olds is effective. Staff understand younger children well and provide calm, nurturing routines that help them settle quickly and feel secure. Leaders work closely with parents and carers to understand children’s needs.

p.4

Early years Expected standard

Children behave well and are keen to learn. Younger children learn to socialise during snack time as they sit and chat with friends. The well ‑ designed curriculum covers all seven areas of learning. Carefully chosen texts help children understand lives different to their own. Revisiting the ‘favourite five’ books builds a love of reading. Adults extend language effectively, introducing vocabulary such as ‘arctic fox’ and ‘icebergs’. Daily phonics sessions help children learn the sounds and skills needed to begin reading confidently.

p.4

Early years Expected standard

Activities are usually appropriate for children’s age and stage, and most children are ready for the next steps in their education. When teaching is most effective, they use manipulatives and their fingers to reinforce number facts linked to 3. However, some activities do not support learning as effectively as they could, and the activities provided do not always enable purposeful interactions that develop children’s learning.

p.4

Leadership and governance Expected standard

Leaders are ambitious for pupils in this rural community. They want pupils to value their local surroundings while developing a strong sense of belonging to a wider, global community. Trustees and governors share a clear vision for the school, underpinned by the trust’s ethos of ‘life, love and learning to the full’. They have an accurate understanding of the school’s strengths and priorities for improvement. Robust processes enable them to support and challenge leaders effectively. They ensure funding is used appropriately and benefits all pupils, including those who are disadvantaged or pupils with special educational needs and/or disabilities. Governors and trustees are visible at school events and in the community, which builds trust and strengthens relationships.

p.5

Leadership and governance Expected standard

Staff are proud to work at the school and feel valued. Staff wellbeing is well supported, and leaders are mindful of workload. Professional development is effective for teachers at all stages of their careers and aligns with staff needs, interests and responsibilities. Leaders’ routine monitoring of teaching is viewed positively and helps staff to refine their practice. Collaboration across the trust benefits all staff and helps reduce workload, particularly for colleagues working in a small school. The trust invests in leadership development, which contributes to strong staff retention.

p.5

Leadership and governance Expected standard

Many parents are highly positive about the school and its leadership. They describe the school as 'nurturing' and say their children are happy. They value the school’s role in bringing the community together. Parents also appreciate bespoke phonics training, which helps them understand how their children learn to read.

p.5

What it's like to be a pupil at this school

Staff greet pupils and their families warmly each morning, helping to create a welcoming start to the school day. School and trust leaders set high expectations for every pupil and foster a strongly inclusive culture. Staff know each pupil’s needs well. As a result, pupils with special educational needs and/or disabilities, or those who face barriers to learning, are identified quickly and receive personalised support that helps them achieve well.

p.5

What it's like to be a pupil at this school

Pupils are kept safe. They behave well, and the school has a calm, purposeful atmosphere. Attendance is high, reflecting pupils’ enjoyment of school and their commitment to learning. There are no incidents of bullying. At lunchtime, pupils socialise happily, and younger children are helped to develop their independence skills, such as using knives and forks correctly. Pupils benefit from the school’s rural environment and the wide range of equipment and natural space available. These opportunities promote imaginative play, cooperation and safe risk ‑ taking. Pupils enjoy being active outside and talk confidently about the rich range of outdoor experiences their school provides. They show positive attitudes to their learning and approach new challenges with enthusiasm. They speak enthusiastically about exploring the countryside around their school and taking part in hands ‑ on learning in the natural environment.

p.5

What it's like to be a pupil at this school

Pupils are kind and respectful towards one another. Older pupils take pride in their roles of responsibility and know they set an example for younger pupils. Pupil leaders support others to embody the school’s ethos of encouraging and building each other up.

p.5

What it's like to be a pupil at this school

Children in the early years make a positive start. They form strong relationships and enjoy a broad range of activities with close adult support. Older pupils enjoy their learning and speak confidently about what they know. They have positive attitudes to their schoolwork and are well prepared for the next stage of their education.

p.6

Next steps

• Leaders should ensure that all staff receive the professional development they need to check pupils’ learning effectively and identify and correct misconceptions, so teachers can adjust lessons to help pupils build securely on prior learning. • Leaders should improve the quality of activities provided during periods when children explore and play independently so that these consistently support learning and enable staff to extend children’s thinking through purposeful interactions.

p.6

About this inspection

This school is part of the TEAM 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), Ian Thomas, and overseen by a board of trustees, chaired by Philippa Sue Wells.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the CEO, the head of school, the director of education, subject leaders and the special educational needs and/or disabilities coordinator team.

p.6

About this inspection

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

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school has nursery provision for 2- and 3-year-olds.

p.6

About this inspection

There is a before- and after-school club for pupils who attend the school.

p.6

About this inspection

This school is registered as having a Church of England character. The school's last section 48 inspection took place in May 2019.

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.8

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.9

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

average

2023/24 (final) 64% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 73% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2023/24 (final) 73% 72% Close to average

p.10

average

2022/23 (final) 75% 71% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2022/23 (final) 75% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.12

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.14

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

national average

2024/25 (2 term) 4.7% 5.2% Close to average

p.14

national average

2022/23 (3 term) 5.4% 5.9% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2023/24 (3 term) 11.7% 14.6% Close to average

p.14

national average

2022/23 (3 term) 14.9% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.15

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15