Wilcombe Primary School

Wilcombe Primary School

Address: Lazenby Road, Wilcombe, Tiverton, Devon, EX16 4AL Unique reference number (URN): 137659

p.1

Safeguarding standards met

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

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

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

p.1

Inclusion Strong standard

Leaders have high expectations for pupils with special educational needs and/or disabilities (SEND). Following the rapid increase in the number of pupils with SEND joining the school, leaders have skilfully developed a targeted provision for those pupils with the highest level of need. On entry, pupils are assessed quickly and there are robust systems that ensure pupils' needs are identified precisely. This means pupils with SEND complete work and access a curriculum that is closely matched to what they can do. As a result, pupils with SEND make a strong start at Wilcombe Primary School.

p.2

Inclusion Strong standard

Staff understand the needs of pupils with SEND well and build positive relationships with them. As a result, these pupils feel safe and secure, which encourages them to try their best. Ongoing checks on how well pupils are progressing inform leaders' response to reviewing and adapting the support that pupils receive. When required, leaders work with external professionals to secure specialist support for pupils who need it. Consequently, pupils with SEND achieve well from their starting points.

p.2

Inclusion Strong standard

Leaders proactively identify potential barriers that disadvantaged pupils may face. Additional funding is allocated to support pupils in ways that closely reflect their needs. For example, leaders have introduced swimming lessons for pupils in key stage 1 to ensure pupils develop a positive and healthy relationship with water and swimming.

p.2

Attendance and behaviour Expected standard

Leaders are relentless and successful in their work to secure high rates of attendance. Pupils' attendance is around the national average. Leaders help pupils to understand the importance of attending school regularly. They are quick to identify when attendance rates fall below where they should be. When this happens, leaders work with families to understand the barriers they face, put appropriate support in place and ensure they have a secure understanding of the importance of attendance. When attendance improves, leaders celebrate this success. For example, they send letters to parents and carers recognising their child's improvements.

p.2

Attendance and behaviour Expected standard

The school is calm and pupils behave well. Staff have high expectations for how pupils should behave. The warm and respectful relationships that pupils and staff share help pupils to meet these expectations. Pupils are generally keen to participate in lessons and socialise well at playtime. Incidents of bullying are rare, and when they occur, staff respond quickly to support all pupils involved. For pupils with special educational needs and/or disabilities, leaders ensure that adjustments to support positive behaviour are effective. Leaders are successful in their ambition to ensure that consistent behaviour expectations mean that pupils are prepared to conduct themselves well in wider society.

p.2

Early years Expected standard

Experienced and skilled staff in the early years ensure that children get off to a positive start to their education. The curriculum is carefully designed so that children build their knowledge and skills progressively. Learning is organised around meaningful topics. For example, activities linked to understanding the world enable children to develop fine motor skills through learning to use chopsticks.

p.3

Early years Expected standard

Children learn their phonics securely in carefully considered groups, where teachers model accurate letter formation and word writing. Teachers prioritise the development of children’s vocabulary and language appropriately. For example, lessons begin with ‘wow words’ that children explore with their teacher and then identify in a text. Children also draw on previously learned vocabulary and make links between words.

p.3

Early years Expected standard

Staff know children and their needs well and support them effectively so that they progress through the curriculum appropriately. Leaders promote positive relationships with parents and carers. For example, they provide opportunities for them to develop an understanding of the phonics curriculum by inviting them into phonics lessons. Parents and carers value this. Staff ensure that children are prepared well for the next stage of their education.

p.3

Personal development and wellbeing Expected standard

Leaders provide pupils with a comprehensive range of enrichment opportunities to support their personal development and wellbeing. This includes regular sports coaching and participation in inter-school festivals and tournaments. Leaders deploy staff effectively to ensure that pupils with special educational needs and/or disabilities and disadvantaged pupils participate in these activities alongside their peers.

p.3

Personal development and wellbeing Expected standard

Pupils develop positive attitudes to healthy eating and secure their understanding of the importance of an active lifestyle from an early age. For example, in the early years, children learn about healthy gums when they brush their teeth as part of their daily routine. Assemblies support pupils to reflect on the lives of people whose experiences may differ from their own, and they are developing in their knowledge of different faiths. These opportunities help prepare pupils well for life in modern Britain.

p.3

Personal development and wellbeing Expected standard

Pupils understand and demonstrate personal commitment to the school’s inclusive ethos. They articulate and model the ambition that ‘no one is left out’. For example, pupils include their peers who may be alone at playtime. This culture strengthens pupils’ moral development and builds their character.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from a range of roles and responsibilities. For instance, older pupils act as librarians and class monitors. The school parliament also helps pupils develop an understanding of democracy and other fundamental British values. Pupils further benefit from a wide range of clubs, such as coding, gymnastics and bingo, which helps them develop new skills and talents.

p.3

Personal development and wellbeing Expected standard

Leaders also provide opportunities for pupils to broaden their knowledge of the world beyond their local community, for example through residential trips to London. Other visits, such as an overnight stay at an outdoor education centre, further support pupils to develop

p.3

Needs attention

confidence and resilience. Visits to the school’s allotment and orchard, where pupils grow and eat their own vegetables and fruit, help them to develop an understanding of the importance of caring for the environment.

p.4

Achievement Needs attention

Too many pupils are not consistently well prepared for the next stage of their education. This is reflected in outcomes in national tests, which remain well below the national average. This is because pupils do not secure the foundational knowledge in reading, writing and mathematics. Handwriting is often weak, the quality of pupils’ presentation is poor and pupils do not have the number facts required to access the mathematics curriculum with confidence. For example, pupils have not secured the necessary times tables knowledge to solve mathematical questions at an age-appropriate level.

p.4

Achievement Needs attention

There are, however, emerging strengths. Pupils learn phonics well. Rigorous assessment in phonics ensures that pupils read books closely matched to the words they can decode. As a result, outcomes for pupils who pass the phonics screening check in Year 1 are more positive. Pupils with special educational needs and/or disabilities make secure progress and achieve well in relation to their starting points.

p.4

Curriculum and teaching Needs attention

Staff do not always have the pedagogical knowledge needed to ensure that teaching is as effective as it should be. Staff expectations of what pupils can achieve are inconsistent and do not reflect leaders’ ambitions. Sometimes, inconsistent teaching and low expectations around how pupils present their work contribute to weak presentation and imprecise numeracy. The checks on pupils' learning are not used as effectively as they should be. For example, gaps in pupils' knowledge of number facts and technical vocabulary are not identified or addressed quickly enough. Opportunities to address misconceptions are also missed. This results in pupils completing work that is either too demanding or not sufficiently ambitious. Too often, pupils are left waiting because they have finished tasks quickly or they find the work does not reflect what they are able to do.

p.4

Curriculum and teaching Needs attention

Leaders have an accurate understanding of the quality of education across the school. They have ensured staff have the appropriate knowledge to teach phonics, which is taught well. Leaders have ensured the curriculum is well planned and the essential knowledge that pupils should learn is clearly defined. Pupils with special educational needs and/or disabilities are supported effectively by adults who have a secure understanding of their needs and help them to access the curriculum.

p.4

Leadership and governance Needs attention

Leaders' work to improve the quality of teaching, including the checks on pupils' learning, and to address the gaps in pupils’ foundational knowledge in mathematics, reading and writing, has been too slow. Although leaders are ambitious for pupils, staff do not consistently demonstrate high expectations in lessons. Consequently, the quality of pupils’ work is too variable. Too many pupils do not achieve as well as they should and are not prepared well enough for the next stage of their education.

p.4

Leadership and governance Needs attention

Leaders understand the school’s context well and have rightly prioritised support for the most vulnerable pupils. They have established a targeted provision for pupils with special educational needs and/or disabilities (SEND) that is effective at meeting pupils' needs. Pupils with SEND progress well from their starting points. Leaders have also identified accurately where further improvements are needed.

p.5

Leadership and governance Needs attention

Parents and carers are highly supportive of the school. They value that the school goes 'above and beyond' to support their children.

p.5

Leadership and governance Needs attention

Trust leaders and governors provide an appropriate level of support and challenge to school leaders. Staff are proud to work at Wilcombe Primary School. They feel valued by leaders and recognise the important contribution they make to pupils’ lives. Staff appreciate the range of professional training and development opportunities available to them, but there is further work for leaders to do to ensure that teachers have the expertise to teach the curriculum consistently well. Staff are positive about the ways leaders prioritise their workload and wellbeing.

p.5

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

Leaders ensure that the school’s ethos of ‘Everyone is different and everyone is welcome’ is fully understood and enacted by pupils. Pupils demonstrate inclusive attitudes in their learning, play and wider school life. As a result, pupils develop a clear sense of belonging and describe the school as another home. Pupils are safe and say they feel safe. The school environment is calm. Pupils know they can speak to any adult if they have concerns. Staff know pupils well and pupils feel cared for. Behaviour is positive and attendance is generally in line with the national average. Incidents of bullying are rare. The wide range of residential trips and an effective programme for personal development help prepare pupils well for life in modern Britain.

p.5

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

Over the past 2 years, there have been a series of significant changes at the school, including the appointment of a new headteacher. There has been a growing number of pupils arriving from a diverse range of previous settings, who have been supported well to settle into life at this school. School leaders, supported by the trust, have taken purposeful action to address key areas for improvement. They have successfully established a targeted provision for pupils with special educational needs and/or disabilities, which is reducing the barriers to learning for pupils with high levels of need. However, many pupils still do not receive the quality of education they deserve.

p.5

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

Leaders have accurately identified the next steps needed to strengthen the school, and while there are early signs of improvement, progress is neither rapid nor consistently effective. As a result, too many pupils continue their learning with gaps in their knowledge. Staff do not always have the expertise required to support pupils effectively, and their checks on pupils' learning are not used well enough to address pupils’ misconceptions. Consequently, pupils are not as well prepared for the next stage of their education as they should be.

p.5

Next steps

Leaders should ensure that staff have the pedagogical expertise needed to support pupils to learn consistently well. Leaders should ensure that assessment and feedback are used effectively so that teachers identify and address gaps in pupils' knowledge quickly and so they plan learning that builds securely on what pupils already know and can do. Leaders should ensure that pupils develop the essential knowledge and skills they need, particularly in relation to handwriting, spelling, grammar and number facts. Leaders should ensure that all staff share consistently high expectations of what pupils can achieve so that pupils produce work of a high quality.

p.6

About this inspection

This school is part of the Harbour Schools Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Gary Chown, and overseen by a board of trustees, chaired by Sean Mackney.

p.6

About this inspection

The chair of the board of governors in this school is Cameron Mann.

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, the trust education partner, the CEO, subject leaders, the special educational needs and/or disabilities coordinator, the chair of the board of trustees and the chair of the local governing body. 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

Inspectors confirmed the following information about the school:

p.6

About this inspection

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

p.6

About this inspection

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

p.6

About this inspection

The school makes use of one unregistered alternative provision.

p.6

Team inspectors:

Peter Overton, Ofsted Inspector Julie Fox, Ofsted Inspector

p.7

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?

National average: 300 Headteacher: Charlotte Hill-Jones

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

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 68% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2023/24 (final) 77% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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

average

2023/24 (final) 63% 62% Close to average

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

average

2024/25 (revised) 60% 59% Close to average

p.11

average

2023/24 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (revised) 50% 61% Close to average

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

Overall absence

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

p.14

national average

2022/23 (3 term) 6.3% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2022/23 (3 term) 17.1% 16.2% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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