Kentisbeare Church of England Primary School

Kentisbeare Church of England Primary School

Address: Fore Street, Kentisbeare, Cullompton, Devon, EX15 2AD Unique reference number (URN): 113357

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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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Achievement Expected standard

Pupils typically learn the curriculum well. This is reflected in their outcomes in national tests at the end of key stage 2, which are broadly in line with national averages. Leaders ensure that pupils gain the appropriate knowledge and skills across subjects. They take action to support pupils who are not ready for their next stage. For example, leaders have strengthened how well pupils develop their mathematical fluency due to pupils performing less well over time in the multiplication tables check. This work is supporting pupils better in securing these number facts more quickly.

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Achievement Expected standard

Leaders have prioritised improving writing in recent years, including increasing the proportion of pupils working at the higher standard at the end of key stage 2. Leaders' work is having an impact, particularly for pupils in older year groups. However, some younger pupils do not secure accuracy in the basics of writing quickly enough, particularly with handwriting, spelling and punctuation.

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Attendance and behaviour Expected standard

Leaders have an accurate understanding of attendance trends and patterns. They use this information effectively to identify pupils and families who require additional support. Swift, personalised actions are put in place for pupils who struggle to attend regularly. For example, mentors support pupils’ wellbeing and help to address barriers to attendance. These actions make a demonstrable difference to pupils’ engagement with school. As a result of leaders’ actions, attendance rates are consistently high and remain above the national average over time.

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Attendance and behaviour Expected standard

Pupils behave well. Leaders have established a clear behaviour policy that staff know and generally apply consistently. As a result, pupils understand the school routines and follow these successfully, enabling learning to take place in a calm and orderly environment. This begins in the early years, where children are clear about what is expected of them when learning on the carpet. Pupils show positive attitudes to learning in lessons. They are proud of their work and speak confidently about what they know and can do. Pupils are clear about what bullying means and have confidence that staff will deal with any concerns quickly.

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Curriculum and teaching Expected standard

The school has a coherent and appropriately ambitious curriculum that supports pupils to build their knowledge across subjects. Leaders have carefully considered the needs of mixed-age classes, ensuring that pupils build their knowledge based on what they have learned before.

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Curriculum and teaching Expected standard

Leaders have supported the development of staff expertise to improve the teaching of the curriculum. Consequently, teachers use a range of strategies to help pupils learn. For example, teachers ensure that pupils regularly recall their prior learning to remember it securely. This helps pupils to talk confidently about what they know, such as Year 1 pupils discussing the Great Fire of London with enthusiasm and a deep understanding. Teachers check how well pupils are learning the curriculum. However, on some occasions, learning tasks are not reshaped to build on what pupils know and can do. This means that sometimes pupils are not appropriately challenged while others, including some pupils with special educational needs and/or disabilities, are not provided with the precise support they need. As a result, their progress is sometimes slowed.

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Curriculum and teaching Expected standard

Leaders prioritise pupils learning to read quickly. Staff have secure subject knowledge in phonics to teach this well. They make regular checks to identify and support those pupils who are not keeping up. This helps pupils to become fluent readers.

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Early years Expected standard

Positive relationships between staff and children help children to feel well cared for. These relationships begin before children start school through effective partnerships with parents and carers and with feeder settings. This enables children to settle into school life quickly. Staff identify early any children who may need additional support so that they receive the help they need to learn the curriculum well.

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Early years Expected standard

The early years curriculum is generally well planned from the start of pre-school through to the end of Reception Year. Staff are clear about what to teach and when, enabling children to build knowledge securely from their starting points. Staff check carefully how well children are learning and identify and address any gaps children may have. High-quality interactions support this effectively. For example, staff model language clearly and introduce a wide range of vocabulary, supporting children’s communication and language development.

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Early years Expected standard

The school prioritises the development of reading, writing and mathematics. In Reception Year, children have regular opportunities to practise and secure their phonics knowledge. Staff support children to apply this confidently when reading and writing. Children write with enthusiasm and develop increasing accuracy in pencil grip and letter formation. As a result, children are well prepared for Year 1.

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Inclusion Expected standard

Leaders and staff know pupils well. This underpins effective systems to identify and assess pupils’ individual needs early, including those with special educational needs and/or disabilities (SEND). Identification begins in the early years, where language assessments are used to identify gaps in speech and language promptly. This ensures that children receive timely support from the very start of school.

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Inclusion Expected standard

The school works closely with a variety of external professionals to ensure that pupils with SEND receive the specialist support they need. Staff have received appropriate training to develop their expertise in supporting pupils with SEND. As a result, these pupils generally get the support they need to access the curriculum. Learning plans are in place that usually identify and support pupils with barriers to their learning. These typically lead to appropriate adaptations that help pupils to learn and make progress from their starting points. Leaders maintain clear oversight of this work and review plans regularly to check how well pupils are progressing. Pupil premium funding is used appropriately to support disadvantaged pupils. For example, funding is used to provide emotional wellbeing support through the ‘school listener’, which pupils value highly to support their mental health.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s context, strengths and areas for development. They have taken purposeful action to strengthen key aspects of the school’s work, particularly in response to the growing level of need and the barriers to learning faced by some pupils. This work has supported pupils with special educational needs and/or disabilities to achieve well.

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Leadership and governance Expected standard

Leaders have reviewed and refined the curriculum to address gaps in pupils’ knowledge, such as in the teaching of mathematics. Staff value the professional training to support this, such as working with a mathematics hub. This work develops staff’s subject knowledge and expertise and unites them in sharing consistently high expectations across the school. However, some aspects of leaders’ priorities are not yet embedded with all staff, such as ensuring staff have consistently high expectations of the standard of work in books.

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Leadership and governance Expected standard

Governors have an accurate view of the school and carry out their statutory duties effectively. They are clear about leaders’ priorities and the rationale behind them. Governors receive appropriate information to hold leaders to account and use school visits to maintain an accurate understanding of pupils’ experiences.

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Leadership and governance Expected standard

Staff feel well supported. Leaders and governors are attentive to workload and wellbeing and identify quickly when staff need additional support. Dedicated time and professional learning opportunities help staff to develop their roles effectively.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of opportunities that support pupils’ personal development and wellbeing. Through the school’s considered approach, pupils confidently share how this offer prepares them well for life beyond the school and their future. Teachers use the personal, social and health education curriculum to teach pupils how to look after themselves. For example, pupils know how to keep themselves physically and mentally healthy. Pupils are clear about the importance of consent and healthy relationships.

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Personal development and wellbeing Expected standard

The nurturing culture of the school gives pupils an overwhelming sense of belonging and safety. They are taught to value all members of the school community through their learning and understanding of equality and respect. They know the importance of treating others fairly and take their time to understand and support the needs of others. Pupils are generally well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils are supported to be responsible. They are given opportunities to make a difference through their pupil leadership roles, such as eco-warriors and school council. Pupils know their voice matters. They know that they can share their views with the councillors and that they will be listened to and acted upon. For example, there is now a running club at the request of pupils to develop their interests. Pupils are excited about the opportunities that broaden their experiences, such as clubs, trips and sporting events. Leaders track participation closely. Adjustments are made to ensure that all pupils benefit, including those who are disadvantaged. For example, ‘come and sing’ club takes place at lunchtime and after school so that pupils can attend regardless of their wider commitments. Pupils in Year 3 also benefit from a residential to promote their independence and maturity.

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Personal development and wellbeing Expected standard

Pupils and families value the pastoral support in place. Pupils know that they will get the support they need, including from adults and pupil mental-health ambassadors.

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

Pupils love attending this happy and inclusive school. Attendance is consistently high over time, reflecting pupils’ positive experiences. Caring relationships are at the heart of the school. From the start of the day, staff welcome pupils warmly and provide support to those who may need it. This helps pupils to feel safe, well looked after and confident that adults will help them if they have any concerns. Pupils are kind to one another, and any friendship worries are resolved quickly.

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

Pupils show courtesy and respect towards each other and staff. They conduct themselves positively as they move around the school site. Pupils behave sensibly during social times and play happily together. They take pride in welcoming visitors and sharing what they value about their school. This includes the school grounds, which are used successfully to support their outdoor learning.

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

Pupils enjoy their learning and generally achieve well. This begins in the early years, where children get off to a positive start. By the end of Year 6, many pupils achieve the standards expected of them and so they are ready for their next stage of education. The school supports pupils with special educational needs and/or disabilities effectively to ensure that barriers to learning are reduced. Consequently, pupils progress successfully through the curriculum from their starting points.

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

Leaders build positive relationships with the wider community. The school plans events to bring the village together. For example, pupils thoroughly enjoy the annual duck race. Pupils make a positive difference to their community, such as looking after the church grounds and the flower boxes in the local shop. Parents and carers value highly the school’s inclusive ethos and the care staff provide for their children.

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Next steps

Leaders should further develop the implementation of the writing curriculum so that all pupils, particularly those at the early stages of learning to write, develop fluency and accuracy. They should ensure misconceptions are identified and addressed quickly so that pupils write well across the curriculum.

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Team inspectors:

Lizzy Meadows, Ofsted Inspector Sarah Ryder, Ofsted Inspector Teachers should adjust learning tasks so they consistently support pupils to learn the intended curriculum and match what pupils are capable of, enabling them to build knowledge securely to develop a deeper understanding across subjects. Leaders, including governors, should ensure high expectations are applied consistently across the school’s work, enabling all staff to understand and enact the school’s priorities.

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About this inspection

The chair of the board of governors in this school is Steve Greenwood.

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About this inspection

The school is part of a federation called Culm Valley Federation.

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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 executive headteacher, head of school, the special educational needs coordinator, staff and a representative of the local authority and the diocese. The lead inspector also met with governors, including the chair of governors.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is registered as having a Church of England religious character. The school is part of the Diocese of Exeter. The most recent section 48 inspection of the school was carried out in March 2019.

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About this inspection

The school does not currently make use of any alternative provision.

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About this inspection

The executive headteacher of this federation is Martin O'Mahony.

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About this inspection

At the time of this inspection, the end of key stage 2 writing data for 2025 was not available.

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About this inspection

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

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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. National average: 26.3%

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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

2024/25 (final) 64% 62% Close to average

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average

2023/24 (final) 67% 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) 77% 75% 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

2024/25 (final) 77% 72% Close to average

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average

2023/24 (final) 72% 72% 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

2024/25 (revised) 68% 74% 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

2022/23 (final) S 59% S ‘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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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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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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Persistent absence

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

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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