Aveton Gifford CofE Primary School

Aveton Gifford CofE Primary School

Address: Fore Street, Aveton Gifford, Kingsbridge, Devon, TQ7 4LB Unique reference number (URN): 138631

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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.

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How we evaluate safeguarding

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

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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.

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Attendance and behaviour Strong standard

Aveton Gifford is a very nurturing school. Pupils’ attendance is high and reflects their enjoyment of school and learning. They arrive promptly each day, prepared and ready to learn. Leaders greet parents and pupils warmly at the gate every morning. Their presence builds trust, understanding and familiarity, which helps to create positive relationships. They gently encourage any pupils who need small adjustments at the start of the day to move calmly towards their classrooms. As a result, all pupils enter school quickly and settle to learning without delay. These approaches help families overcome barriers to regular attendance and contribute to a calm and orderly environment.

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Attendance and behaviour Strong standard

Pupils’ behaviour is consistently positive. Pupils show positive attitudes towards their work and take pride in what they do. Incidents of bullying are rare and, when they occur, staff deal with them quickly. Discrimination is not tolerated. Pupils ‘sow the seeds of success’ through their daily actions. The well ‑ established culture creates a supportive community and a sense of belonging. Comments from parents, such as one who said that teachers give a warm welcome every morning and that they feel well supported and engaged, reflect the views of many families. Mature attitudes characterise pupils’ learning and they show a clear sense of responsibility. Pupils form lasting friendships and enjoy sharing their experiences with others. Exclusions are very rare. The school’s values guide all aspects of its caring, joyful and supportive environment, which makes it a central part of the local community.

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Early years Strong standard

Children thrive in the early years because of adults’ subtle and thoughtful interactions. Careful guidance helps children learn successfully on their own, in groups or with staff, preparing them well for Year 1. Precise phonics teaching ensures that all children gain the knowledge of sounds they need to read words.

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Early years Strong standard

Reading books link different areas of learning in imaginative ways. Activities promote children’s language as they role play ‘soaring into space’. Purposeful questioning, such as asking what food they would take on a rocket, encourages children to share their ideas and opinions. Counting ‘moon rocks’ helps children secure their understanding of numbers to 10. Using space ‑ themed playdough allows children to explore patterns and textures while developing the finger strength needed for early writing. Role play in the doctor’s surgery deepens children’s awareness of how healthy choices, such as drinking milk, support their bodies.

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Early years Strong standard

Leaders build trusting relationships with children, parents and carers. Close work with the neighbouring pre ‑ school ensures that support for children’s progress and wellbeing begins early. Children’s induction into Reception is seamless. Adults check learning at the start of the year so they can plan activities that help children overcome academic and social barriers. By the end of the early years, children reach a good level of development that is above national outcomes.

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Inclusion Strong standard

This is a highly inclusive school. Leaders know pupils and their families very well and their oversight of disadvantaged pupils and those with special educational needs and/or disabilities is comprehensive and effective. Staff use their subject knowledge to deliver strategies that reduce barriers to learning. This is particularly effective in English and mathematics. Feedback from staff helps pupils to overcome their personal and academic challenges.

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Inclusion Strong standard

Leaders make sure staff receive the training they need so that support for pupils is consistent and effective. Staff plan extra activities and adjust everyday teaching so that pupils gain the knowledge, skills and understanding they need to achieve well. Changes to classroom layouts and specialist resources, including coloured overlays and visual supports, all help to deliver pupils’ personalised programmes. Leaders keep a close eye on the effect of extra help and act quickly if pupils need something different. All staff promote close working with external professionals and with parents and carers. This ensures that pupils can thrive. Work with the school nurse supports families to overcome the risks linked to rural isolation or emotional and wellbeing needs.

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Inclusion Strong standard

Leaders use additional funding to support disadvantaged pupils well to enable them to take part fully in school life. This includes ensuring pupils can access sport, art or musical clubs and providing additional academic support. Disadvantaged pupils achieve well by the end of key stage 2.

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Personal development and wellbeing Strong standard

The school’s extensive personal development programme, which links pupils’ academic learning to their wider experiences, is highly effective. Activities enrich pupils’ lives and build their confidence. These opportunities capture the essence of the school.

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Personal development and wellbeing Strong standard

Staff use their deep knowledge of pupils, their families and the local community to adapt what pupils learn. Planned activities help pupils understand the risks linked to mobile phone use before they own one. They also learn about the dangers that may arise when gaming online, including how this could lead to harmful influences.

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Personal development and wellbeing Strong standard

Pool parties and water activities at the school swimming pool bring the community together. Swimming galas give pupils the chance to take part in healthy competition. Visits from local lifeguards deepen pupils’ understanding of beach and water safety, including rip tides, currents and weever fish. These activities prepare pupils well for the nearby beach.

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Personal development and wellbeing Strong standard

Pupils understand that everyone is welcome at the school. They recognise the importance of respecting people’s similarities and differences. Pupils show secure understanding of different cultures and the festivals associated with them. Daily interactions reflect the school’s values of compassion, friendship, joy, perseverance, thankfulness and trust. The spiritual garden, designed by pupils, offers a quiet place for reflection.

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Personal development and wellbeing Strong standard

Pupils value the many leadership opportunities available to them, including disadvantaged pupils. They act democratically as school visionaries and offer thoughtful suggestions for improvement. Roles such as house captains, key stage leaders, eco ‑ committee members

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Expected standard

and climate ambassadors help pupils develop maturity and independence. The buddy system teaches older pupils how to support and show empathy towards younger peers. Leaders check attendance at clubs to encourage more pupils to take part in activities such as filmmaking, surfing and sailing. Their record-keeping ensures that opportunities are available to all. Residential visits to an outdoor education centre build pupils’ confidence to try new experiences such as bushcraft.

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Achievement Expected standard

By the time pupils leave school, they reach standards in reading, writing and mathematics national tests that are well above national figures. In both 2023 and 2025 all Year 6 pupils met the expected standard in the national mathematics test. Typically, half of pupils in Year 6 read at an advanced level and reach the higher standard. Outcomes in the Year 4 multiplication check and the Year 1 phonics screening check are equally high. In these core subjects, pupils are well prepared for secondary school.

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Achievement Expected standard

Pupils’ knowledge across the wider curriculum is less secure. The quality of their written work and verbal responses does not match the high standard seen in reading, writing and mathematics. For example, in geography pupils’ understanding of how humans influence the development of settlements is limited. In art, pupils struggle to recall the artistic forms and media they have studied or to remember the techniques used for sketching and shading.

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Curriculum and teaching Expected standard

The curriculum in English and mathematics is rich and ambitious. Leaders make sure pupils learn the important essential knowledge and skills that help them move on with confidence. Thoughtful design strengthens disadvantaged pupils’ understanding of spelling, grammar and the structure and purpose of different types of writing. Appealing books spark pupils’ interests and broaden their horizons. Phonics teaching is clear and accurate. In mathematics, the curriculum ensures that pupils with special educational needs and/or disabilities (SEND) become fluent when recalling and applying number bonds. They reason, explain their thinking and solve mathematical problems with increasing confidence.

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Curriculum and teaching Expected standard

Disadvantaged pupils and those with SEND receive personalised adaptations. Support for communication and language, along with help for pupils’ wellbeing, underpins the school’s practice. External specialists guide staff to plan effective programmes and deliver an inclusive curriculum.

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Curriculum and teaching Expected standard

Teachers’ subject knowledge in the wider curriculum is less secure. At times, the knowledge and skills which pupils learn are not organised in a way that helps pupils build on what they already know. Questioning during lessons does not always check that pupils have secured the intended learning. Sometimes pupils move on too quickly before they are ready. For example, in Spanish, pupils’ knowledge of letter sounds is not secure, which leads to mispronunciation of new vocabulary and slows their progress.

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Leadership and governance Expected standard

Leaders are passionate and proud of the school’s achievements. Staff feel well supported and share leaders’ commitment to continued improvement. The school’s culture and ethos create a genuine family feel. Staff work together to help pupils overcome gaps in their learning. This works best in English and mathematics. Parents and carers speak positively about their children’s experiences.

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Leadership and governance Expected standard

Leaders’ plans for improvement and their checks on teaching generally identify the further work needed to improve teaching, assessment and standards in the wider curriculum. Although they do not focus closely enough on checking whether pupils know more and remember more in each subject.

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Leadership and governance Expected standard

Support from the trust is helpful. Trust leaders identify areas for improvement across different aspects of the school’s work. Visits help teachers adapt their teaching to meet the needs of disadvantaged pupils and those with special educational needs and/or disabilities. Training is available to strengthen teachers’ subject knowledge in wider curriculum subjects.

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Leadership and governance Expected standard

Trustees use their understanding of the school’s performance to challenge and support leaders. Clear reporting arrangements help the trust board make informed decisions that contribute to the quality of education. Local hub members use their detailed knowledge of the school to support and challenge leaders effectively. They receive informative reports from the headteacher and use these to explore areas such as behaviour and attendance.

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

Pupils joyfully enter this friendly village school with smiles on their faces, excited about the day ahead. By the time they leave, pupils achieve standards in English and mathematics that are well above national averages. They are motivated to do their best. Pupils represent their school with maturity and take their leadership responsibilities seriously. Older pupils show the positive influence they have on the school community when acting as buddies for younger children.

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

School leaders are ambitious for all pupils to succeed personally and academically. They have high expectations for behaviour and rarely need to remind pupils how to act. Pupils take part enthusiastically in the wide range of activities on offer. All learn valuable life skills such as first aid.

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

Pupils’ wellbeing is at the heart of the school’s work. Leaders make sure pupils feel happy and safe. Pupils' attendance at school is high. Staff greet pupils at the gate each morning and check how they are feeling. Teachers put the right help in place for pupils who need extra support. Staff also complete specialist training on wellbeing so that all pupils can learn successfully. Staff respond quickly to any concerns about bullying. Pupils trust adults in school to help them and know who to talk to if something is worrying them.

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

Pupils’ knowledge in the wider curriculum is not as secure as in English and mathematics. Most remember some of what they have learned, but there are gaps in their knowledge. Many need prompts to recall earlier learning in detail, for example how historical sources help them find out about events in the past.

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

Parents and carers recognise the work that leaders do to support pupils and enrich their experiences. They trust staff to care for their children and to provide memorable experiences, including the Shakespearean performance at the local church or the Junior Ten Tors hike across Dartmoor.

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Next steps

• Leaders should ensure that teachers receive the support they need to deliver the wider curriculum well so that pupils achieve confidently across all subjects, in line with their success in English and mathematics. • Leaders should refine the wider curriculum so that knowledge is clear and taught in a logical order, with teaching checking that pupils are ready for the next steps in learning

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About this inspection

This school is part of The First Federation 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), Paul Walker, and overseen by a board of directors, chaired by Alex Walmsley.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, the special educational needs and disabilities coordinator and a group of staff to consider their views. The lead inspector held a discussion with the CEO and director of education from the trust and members of the trust board and local hub board.

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About this inspection

Inspectors visited all classrooms to look at pupils' work and the curriculum, and speak with pupils about their learning and wider school activities.

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About this inspection

Inspectors spoke with some parents at the start of the school day. They considered responses to the online survey, Ofsted Parent View, including free-text comments. Inspectors also considered responses to Ofsted’s staff and pupil surveys.

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About this inspection

The inspectors confirmed the following information about the school: The school does not use any alternative provision.

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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.

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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.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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average

2023/24 (final) 69% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 79% 75% Close to average

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average

2023/24 (final) 75% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 77% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 75% 73% Close to average

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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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.

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national average

2024/25 (2 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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national average

2022/23 (3 term) 5.3% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 11.6% 13.3% Close to average

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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