Parkham Primary School

Parkham Primary School

Address: Parkham, Bideford, Bideford, Devon, EX39 5PL Unique reference number (URN): 113164

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

Early years Strong standard

Leaders have prioritised the development of the early years, resulting in high-quality provision from when children begin school. Children receive a secure educational start. Leaders have designed a well-thought-out, research informed curriculum. Regular and effective checks on children's learning enable leaders to identify children who require additional support. Early years leaders work closely with parents and carers and external agencies to ensure that children with special educational needs and/or disabilities receive timely and appropriate support.

p.2

Early years Strong standard

Staff engage purposefully with children through skilful, direct teaching and adapt their level of support to meet individual needs. Activities are carefully chosen to develop children’s skills and imagination. For example, children use the mud kitchen to strengthen both fine and gross motor skills. Leaders ensure that staff focus successfully on children learning to read and developing children's love of reading. Recent training for staff in teaching phonics has strengthened the school's provision. Children develop secure phonics knowledge. Leaders support staff to use play and questioning effectively, including modelling key language and carefully chosen questions. Staff consistently encourage children to speak in full sentences, building confidence and developing children's spoken language. As a result, children are well prepared for the next stage of their education.

p.2

Achievement Expected standard

Pupils achieve well at Parkham Primary School. Most are well prepared for the next stage of their education. The broad curriculum ensures that pupils develop appropriate knowledge and skills in different subjects. In recent years, leaders have prioritised training for staff in phonics. This has led to consistently improving outcomes for pupils. This ensures that pupils develop a secure foundation of knowledge and skills for reading.

p.2

Achievement Expected standard

Across the school, leaders ensure that teaching places a strong and sustained emphasis on handwriting, spelling and recall of number facts. This focus begins in the early years and is built on as pupils progress through the school. Pupils with low prior attainment and those with special educational needs and/or disabilities receive well targeted support from staff. Activities are generally well matched to pupils’ needs. For example, younger pupils use carefully chosen number activities to develop their secure understanding of numbers to 5. Teachers revisit key concepts to reinforce learning and develop pupils' vocabulary. Staff use a range of resources effectively, supporting pupils' confidence and engagement, particularly for vulnerable pupils.

p.2

Attendance and behaviour Expected standard

Leaders have an accurate and informed view of pupils’ behaviour and attendance. Pupils behave well and incidents of low-level disruption are rare. Staff hold consistently high expectations for pupils’ conduct and promote pupils' self-discipline and independence from an early age. This builds a positive learning environment in the school, particularly in mixed- age classes where pupils complete different tasks to one another independently.

p.3

Attendance and behaviour Expected standard

Playtimes and lunchtimes are safe, orderly and calm. Pupils play cooperatively and demonstrate good manners, such as when eating or engaging in polite and friendly conversation. Pupils speak positively about the behaviour of other pupils in school. They understand the school rules and know to speak to a trusted adult if they have any concerns. Pupils understand the purpose of their learning and can explain why they are completing specific activities. This includes catch-up work or tasks linked to teachers’ feedback to them.

p.3

Attendance and behaviour Expected standard

Pupils attend school regularly. The attendance for all groups of pupils has improved over time. Due to the school’s small size, leaders know pupils and families well and put personalised support in place quickly for those who struggle with attendance.

p.3

Curriculum and teaching Expected standard

Leaders have an accurate and well-informed view of the quality of the curriculum. They evaluate provision effectively, identifying clear strengths alongside areas that require further development. Leaders have prioritised the development of pupils' essential knowledge in the core subjects, particularly English and mathematics. This focus has contributed to positive published outcomes, especially in phonics. The teaching of handwriting, spelling, grammar and punctuation is well established across the school.

p.3

Curriculum and teaching Expected standard

Leaders' recent decision to develop subject leadership across the federation has strengthened the design of the curriculum and supported teaching at the school. As a result, pupils benefit from a logically ordered, broad curriculum with clear end points that matches the national curriculum. In most subjects, teachers demonstrate the expertise needed to deliver the curriculum as intended by leaders. Where staff or subject leaders are new to their roles, leaders ensure that targeted training and external support are in place to build staff confidence and subject knowledge.

p.3

Curriculum and teaching Expected standard

Generally, teachers identify pupils' misconceptions and provide pupils with opportunities to revisit prior learning. This helps pupils to build secure knowledge over time. However, this approach is less well developed in some foundation subjects. In these subjects, some feedback to pupils is not precise enough to address gaps in learning. As a result, teaching sometimes moves on without pupils fully securing key knowledge and some activities are not as ambitious as they could be.

p.3

Inclusion Expected standard

Leaders and staff are ambitious for all pupils, including those with special educational needs and/or disabilities (SEND), to be fully included in all that the school provides. Staff work closely with pre-school providers and pupils’ previous settings to ensure that accurate, up- to-date information is shared before pupils join. Positive partnerships with parents and carers further ensure that pupils with SEND are well supported from their first day at the school.

p.3

Inclusion Expected standard

Leaders prioritise high-quality training so that staff are equipped to meet pupils’ additional needs. Robust systems enable staff to implement an effective, well-considered response to identifying pupils' needs and providing support. When appropriate, leaders engage external specialist agencies promptly to provide additional expertise and support for staff and pupils.

p.4

Inclusion Expected standard

The school benefits from a skilled team of SEND coordinators working across the federation. They support teachers at Parkham to set clear, achievable targets for pupils with SEND. As a result, pupils with SEND learn effectively alongside their peers. Pupils access the full curriculum and receive appropriate, tailored support. Consequently, pupils with SEND achieve well from their starting points.

p.4

Inclusion Expected standard

Leaders use extra funding effectively. For example, targeted actions, including specialist reading support, help disadvantaged pupils and those with SEND to achieve well in their reading.

p.4

Leadership and governance Expected standard

Across all levels of leadership, there is a culture that each decision is made in the best interests of pupils and the school community. Leaders, including governors, have a clear and well-informed understanding of the school’s context, strengths and areas for further development. They recognise the complexities associated with a small school with mixed- age classes. This does not limit leaders’ ambition and they remain committed to ensuring high expectations and positive outcomes for all pupils.

p.4

Leadership and governance Expected standard

Governors are effective in their role of both support and challenge. They strengthen their oversight by using external specialists to review the school’s work and provide objective evaluations of leaders’ actions. Governors ensure that the school meets its statutory duties. They understand the pressures associated with staff workload in small schools. In response, leaders have developed shared ways of working across the federation and these benefit staff's work at Parkham Primary School.

p.4

Leadership and governance Expected standard

Staff speak positively about leaders’ consideration of their wellbeing and work–life balance. They value the opportunities for ongoing training and recognise the positive impact this has on their teaching and pupils’ achievement. Staff describe the school as a ‘supportive family’. Parents and carers echo these views, praising the commitment of staff and frequently commenting on how happy their children are at the school.

p.4

Personal development and wellbeing Expected standard

Leaders give careful consideration to pupils’ personal development and wellbeing. Pupils benefit from a wide range of opportunities to participate in sporting activities and competitions with neighbouring schools. These include tennis, rugby and cross country running, which promote teamwork and resilience. Partnerships with local schools enable pupils to access art and music opportunities, helping them to develop their talents and interests. Annual performances in the village hall provide valuable opportunities for pupils to perform publicly and develop their confidence. Visits from external organisations, such as the Royal National Lifeboat Institution, help pupils to develop a secure understanding of water safety. Residential visits to outdoor education centres further enrich pupils’ experiences and enable them to develop new skills, including climbing, surfing and kayaking.

p.4

Personal development and wellbeing Expected standard

Leaders are mindful of the school’s rural context and ensure that pupils are not disadvantaged by limited access to wider opportunities. Residential visits to Plymouth and London, including a visit to the Houses of Parliament, broaden pupils’ horizons and deepen their understanding of life beyond their local community. Visits to the school from local Members of Parliament strengthen pupils’ understanding of democracy. Pupils develop a secure understanding of fundamental British values and explain why these are important. Pupils know not to tolerate discrimination. They demonstrate a strong belief in fairness and respect. Leaders recognise that further work is needed to continue developing pupils’ understanding of cultural diversity, so that they are even more well prepared for life in modern Britain.

p.5

Personal development and wellbeing Expected standard

Pupils have an appropriate understanding of online safety, relationships, personal safety and physical and mental health. Leaders provide additional, targeted support for individual pupils through access to mental health professionals when appropriate. As a result, pupils feel well cared for and supported.

p.5

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

Pupils enjoy school and arrive with a sense that they belong here. They attend often. The school’s small size ensures that staff and pupils know each other well. Pupils describe their school as a family. They are keen to socialise with their friends before lessons begin and behave well in the playground. This reflects the school’s high expectations and positive culture. Pupils understand school routines and leaders' expectations well. Even the youngest children manage their belongings independently and move purposefully between planned activities. Pupils are kind and polite to one another, which contributes to the school being a calm and orderly environment. Incidents of low-level disruption are rare.

p.5

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

Leaders and staff have high expectations of all pupils. Pupils respond positively and are eager to do their best in lessons. They take pride in their learning and produce neat and well-presented work. Disadvantaged pupils and those with special educational needs and/or disabilities achieve well from their starting points. Staff identify barriers to learning swiftly and put appropriate support in place so that all pupils can access the same ambitious and rich curriculum. Overall, pupils achieve well and are prepared effectively for the next stage of their education.

p.5

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

Educational visits, such as trips to Dartmoor and museums in Bristol, reinforce classroom teaching. These experiences broaden pupils’ understanding of the world beyond their local community. Leaders are ambitious to ensure that no pupil is disadvantaged in accessing these enrichment opportunities and take steps to remove any barriers that pupils may face.

p.5

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

Opportunities for pupils to take on positions of responsibility, such as representing their peers on the school council, help them to understand that their views matter and can bring about change. For example, pupils organise fundraising activities to support local charities.

p.5

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

Pupils are safe. They know who to speak to if they have concerns and express confidence that staff will help them if needed.

p.6

Next steps

• Leaders should ensure that assessment and feedback are used effectively to address gaps in pupils' knowledge and support teachers to design learning activities that build on what pupils know and can do. • Leaders should continue to strengthen opportunities for pupils to develop their understanding of cultural diversity, so that they are even more well prepared for life in modern Britain.

p.6

About this inspection

This school is part of the Village Schools Partnership federation.

p.6

About this inspection

The chair of the board of governors in this school is Sarah Broom.

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 headteacher, head of learning, 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 school has nursery provision for 2- and 3-year-olds. At the point of the inspection, there were no 2-year-olds on roll.

p.6

About this inspection

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

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) 57% 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) 71% 74% Close to average

p.9

average

2022/23 (final) 75% 73% 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

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 71% 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

Persistent absence

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

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