Cheriton Bishop Community Primary School

Cheriton Bishop Community Primary School

Address: Church Lane, Cheriton Bishop, Exeter, Devon, EX6 6HY Unique reference number (URN): 145397

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

Achievement Expected standard

Over time, most pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, achieve well. Children in the early years and key stage 1 develop the basic skills that they need to be successful. In key stage 2, pupils generally build on these foundations to learn more challenging concepts.

p.2

Achievement Expected standard

Pupils achieve well in reading. The proportion of pupils passing the Year 1 phonics screening check is above the national average. This enables pupils at the early stages of learning to read to access the curriculum well. Most pupils leave Year 6 having achieved the expected standard in national tests. Pupils achieve more highly in reading and writing than they do in mathematics. However, there are signs that recent work on the mathematics curriculum is having a positive impact on current pupils’ achievement. When pupils leave the school, they are well prepared for the next stage of their education.

p.2

Attendance and behaviour Expected standard

All pupils attend school regularly and have done so for some time. Pupils enjoy coming to school. Nevertheless, there are effective systems in place to support pupils who struggle to attend school.

p.2

Attendance and behaviour Expected standard

Since the last inspection, leaders have implemented a new approach to behaviour. This starts in the pre-school and has had a positive impact. Children learn the school’s routines and expectations very early on.

p.2

Attendance and behaviour Expected standard

Warm and caring relationships underpin the school’s ethos. The school is calm and orderly. Typically, pupils behave well. They are polite and respectful towards one another in lessons and during social times. There are clear expectations in place, and most staff model these consistently. Pupils who may need extra help to manage their behaviour receive appropriate support. Leaders recognise that where high expectations are not consistently upheld, there are lapses in some pupils' concentration.

p.2

Attendance and behaviour Expected standard

Pupils view Cheriton Bishop as one big happy family. Bullying is rare, and pupils are confident that it is not tolerated. Pupils know who to speak to should they have any concerns. They speak with pride about their school and the staff who work with them.

p.2

Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum. The impact of the curriculum is monitored closely. Pupils develop and build their knowledge as they learn the curriculum. For example, pupils in key stage 1 know how key moments in history are connected to today’s world.

p.2

Curriculum and teaching Expected standard

Leaders have made recent changes to the curriculum to bring about further improvements. These changes have mostly brought about success in helping pupils get the basics right in reading, writing and mathematics. Phonics is taught with precision, enabling most pupils to read well. Effective support is in place for any pupil who needs to catch up. However, a small proportion of pupils read books that are occasionally too difficult for them. This slows down their ability to read as fluently as they could.

p.2

Curriculum and teaching Expected standard

Leaders have completed much work to improve the quality of teaching. Teachers receive regular professional learning. They typically demonstrate secure subject knowledge and explain new concepts clearly. Teachers make appropriate adaptations to support the needs of pupils with special educational needs and/or disabilities. However, sometimes, expectations for some pupils are not as high as they could be. When this is the case, pupils do not achieve as well as they could.

p.3

Early years Expected standard

Children in the early years get off to a flying start in the pre-school. Routines are established quickly and staff set high expectations. The environment supports children’s learning well. Leaders have designed a curriculum that prepares children successfully for Year 1 and beyond. The curriculum is taught effectively. Early reading is a priority. Children benefit from effective phonics teaching that helps them learn to read quickly.

p.3

Early years Expected standard

There is a focus on ensuring children master the basic knowledge and skills that they need in reading, writing and mathematics. There is a clear focus on developing children’s early language and communication skills. Staff provide purposeful opportunities for children to develop their language and vocabulary skills. They interact well with children. Staff ensure that any children at risk of falling behind catch up quickly.

p.3

Early years Expected standard

Staff work closely with parents and carers. As a result of these positive partnerships, staff know their children well. They ably adapt the provision for any pupils who require additional support. Disadvantaged children and those with special educational needs and/or disabilities typically achieve as well as their peers.

p.3

Inclusion Expected standard

Leaders and staff have established an inclusive culture. It is driven by leaders' intention that all pupils should feel at home at Cheriton Bishop. Leaders quickly identify the specific needs of pupils with special educational needs and/or disabilities (SEND) on entry to the school. This often starts in the pre-school. Staff support pupils with SEND to overcome challenges they face. Staff make effective use of adult support and carefully adapted resources. These adaptations are monitored closely to ensure they have a positive impact. Leaders work effectively with other professionals and parents and carers. Leaders are quick to escalate any concerns they have to ensure that pupils and their families get the support they need. They ensure staff receive appropriate training. As a result, pupils with SEND typically achieve well.

p.3

Inclusion Expected standard

The school uses additional funding effectively to support disadvantaged pupils. Leaders monitor disadvantaged pupils closely to ensure that they overcome any barriers. Leaders use this information effectively to redirect resources. This is a similar picture for those known, or previously known, to social care. There are rigorous systems in place to ensure that pupils receive appropriate support if they need it.

p.3

Leadership and governance Expected standard

There have been significant changes to leadership and staffing since the last inspection. Leaders have a clear understanding of the school’s strengths and areas for development. They work diligently to improve the school. Leaders recognise that there is further work to do to ensure the quality of teaching is of a consistently high standard. They are highly committed to ensuring that all pupils thrive. Pupils who are disadvantaged, pupils with special educational needs and/or disabilities and those who face other barriers to their learning are pivotal to their decision-making. Consequently, the majority of these pupils achieve as well as their peers.

p.4

Leadership and governance Expected standard

Governance is effective. The governing body meets its statutory duties securely. Trustees and the local committee provide leaders with a balance of effective support and challenge. They work closely with school leaders to be assured that planned improvements are having the desired impact on pupils’ achievement.

p.4

Leadership and governance Expected standard

Leaders are committed to continued improvement. Staff appreciate the professional learning they receive to improve their classroom practice. Leaders often use professionals from within the trust to help support staff to develop their knowledge. Staff feel valued. Leaders are mindful of the challenges associated with working in a small school. They are considerate of staff wellbeing and workload, and offer support to ensure a manageable workload.

p.4

Personal development and wellbeing Expected standard

The school’s personal development programme fully considers pupils' experiences associated with living in a rural location. The personal, social and health education and relationships education curriculums are suitable for all pupils.

p.4

Personal development and wellbeing Expected standard

From pre-school onwards, staff develop children’s social skills and confidence to make a positive contribution to the community. A key feature is how pupils learn about life outside of Cheriton Bishop. They enjoy a variety of cultural experiences, including visits to different places of worship. The school has links with schools in Birmingham and Manchester. Leaders use these links to develop pupils’ understanding of different religions and cultures. Pupils are considerate of others’ views and differences. They know it is acceptable to be different.

p.4

Personal development and wellbeing Expected standard

Pupils enjoy the opportunities for residential visits, particularly the chance to go to Dartmoor. They say these experiences help them develop their independence. Older pupils speak of how the ‘civic award’ builds their resilience. The extra-curricular offer is broad. Leaders review pupils' attendance at clubs carefully to ensure that they meet the needs of disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders ensure that all wider opportunities are fully accessible for all pupils. They successfully remove barriers so all pupils can participate. The online safety curriculum equips pupils with the knowledge they need to use the internet and mobile phone technology safely. Pupils know what to do if they have a concern. Older pupils speak confidently about wider topics they learn, such as consent and respect. They understand how to make healthy choices.

p.4

Personal development and wellbeing Expected standard

Pupils enjoy the responsibilities they have in school and in the community. They earn the right to have a leadership role, such as being an eco-councillor. Pupils learn about modern British values, such as democracy, and are well prepared for life in modern Britain.

p.5

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

Cheriton Bishop Primary School is a small village school that is at the heart of the community. Most pupils begin their school life at the pre-school and get off to a flying start. Children arrive at pre-school with big smiles and are keen to learn and play together. The pre-school is a hive of activity that prepares children well for Reception Year.

p.5

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

Pupils are proud of their school. They live out the school values of community, curiosity, ambition, integrity, respect and joy in all that they do. Pupils have caring relationships with each other and close bonds with staff. They learn in a nurturing environment. Pupils know staff care about them and swiftly respond to any concerns they may have. The school is inclusive. Disadvantaged pupils and pupils with special educational needs and/or disabilities achieve well from their starting points. This is because staff know the individual needs of these pupils well and successfully reduce the barriers that some pupils face.

p.5

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

Pupils attend school regularly because they enjoy learning. Changes to the curriculum are helping pupils build firm foundations in English and mathematics. This is reflected in the most recent published outcomes from national tests. Recent changes to the behaviour policy are enabling pupils to typically learn without disruption. Classrooms are calm and social times are joyful. Pupils feel safe. They are adamant that bullying does not happen.

p.5

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

Pupils enjoy a wide range of clubs, trips and leadership opportunities that broaden their experiences. A well-thought-out programme of visits supplements the curriculum to prepare pupils for life outside of Cheriton Bishop. Pupils speak positively of how educational visits enhance their learning experiences. They are proud of the work they do in the community and the support they provide to many local and national charities.

p.5

Next steps

Leaders should build on their work to ensure that teaching and expectations of what pupils can achieve are consistently high quality across all year groups. Leaders should ensure that all groups of pupils achieve consistently well, particularly those who are in the early stages of developing their reading fluency.

p.5

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.6

About this inspection

This school is part of The Link 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, Rachael Sharpe, and overseen by a board of trustees, chaired by Cheryl Mathieson.

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 and other senior leaders during the inspection. They met with members of the trust, the local governing board and a representative of the local authority.

p.6

About this inspection

Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to Ofsted’s surveys.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school also, under the same registration, runs a pre-school.

p.6

About this inspection

The school has undergone a significant change since the last inspection. Most of the teaching staff are new to the school. The headteacher was appointed in September 2024.

p.6

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.7

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.8

Exceptional

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

p.9

Strong standard

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

p.9

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.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.9

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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9