Drake Primary Academy

Drake Primary Academy

Address: 1 Johnston Terrace Ope, Keyham, Plymouth, Devon, PL2 2EN Unique reference number (URN): 144385

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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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Early years Expected standard

Leaders prioritise the early years and deploy resources effectively to ensure children get off to a good start to their education. Staff identify gaps in children’s knowledge and skills and design teaching carefully to address them. They skilfully adapt the curriculum to ensure children learn well and barriers to their learning are reduced. They make sure that the development of children's speech, language and communication and fine motor control are central to activities across the early years provision.

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Early years Expected standard

Staff teach the phonics programme with consistency and purpose. Children respond well to the established routines and make a positive start to their early reading. Leaders ensure that children develop important reading, writing and number skills, which prepare them well for later learning. Children develop a rich vocabulary and are well prepared for learning in Year 1.

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Early years Expected standard

The early years is a calm and nurturing environment. Warm relationships between adults and children help children to feel safe and ready to learn. Staff know children well and check carefully that children make positive progress from their individual starting points. They work in partnership with parents and carers to share in children's achievements and personal development.

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Personal development and wellbeing Expected standard

The curriculum helps pupils to understand the meaning and relevance of fundamental British values. Pupils speak confidently about the importance of laws, democracy, tolerance and respect in the wider world. They understand how personal, social, health and emotional education lessons help them understand how their bodies change as they grow and how to build and maintain healthy, positive relationships. Pupils value the chance to explore issues that affect their lives and futures. They are enthusiastic about the school’s careers fairs, where a range of professionals describe their jobs and the subjects linked to achieving their career paths. These experiences help pupils develop a keen sense of aspiration.

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Personal development and wellbeing Expected standard

From the early years, leaders take a creative and research ‑ based approach to designing the personal development and wellbeing offer. Pupils benefit from many opportunities to contribute positively to the school and the local community. Roles such as eco warriors, supporting the lunchtime calm club, taking part in litter ‑ picking projects and helping with food bank collections help pupils to understand how they can make a difference in the world. Pupils speak proudly about these responsibilities and clearly explain the impact they are having. For example, they describe how the school council designed and introduced the new house groups to strengthen pupils’ sense of belonging in the school community.

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Personal development and wellbeing Expected standard

The school nurtures pupils’ talents and interests through a generous and inclusive range of extra ‑ curricular clubs, including netball, archery and cricket. These clubs are free of charge and open to all. Leaders listen carefully to the views of pupils, parents and carers and respond accordingly. For example, they introduced a coding club following feedback about online safety and pupils’ increasing interest in technology. Pupils' opinions feature strongly

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Needs attention

across school life. The school council are proud of their recent work to promote healthy snacks through leading assemblies and designing posters.

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Achievement Needs attention

Many pupils across the school do not develop accurate reading, spelling, punctuation, handwriting and knowledge of number facts. Gaps remain in pupils' knowledge, particularly in key stage 2. Some pupils are not fully prepared for their next stage of education.

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Achievement Needs attention

Pupils do not achieve as well as they should in the Year 1 phonics screening check. Leaders have introduced new strategies to strengthen phonics teaching, but these remain at an early stage, so it is too soon to see their impact on pupils’ outcomes.

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Achievement Needs attention

Some pupils do not understand how to respond to teachers' guidance to improve their work. This hinders their achievement.

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Achievement Needs attention

Outcomes at the end of key stage 2 are broadly in line with national averages. However, this is not consistent over time. Disadvantaged pupils achieve well by the end of Year 6. In classrooms, pupils show pride in their work, reflecting leaders’ raised expectations.

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Attendance and behaviour Needs attention

Attendance remains below the national average. Too many pupils miss important learning time. The steps the school has taken so far do not have enough impact. The systems for tracking attendance do not identify pupils who need extra help quickly enough. This means some pupils do not receive timely support to improve their attendance.

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Attendance and behaviour Needs attention

Improving behaviour has been a key focus for leaders, and many positive changes have taken place. Clear routines, fair consequences and supportive leaders help adults to respond more consistently and understand pupils’ needs better. As a result, classrooms largely remain calm and focused. Most pupils learn without interruption and have positive attitudes towards their learning. However, at times, pupils struggle to manage their behaviour throughout the day. Staff provide targeted support to help pupils to manage their emotions. Bullying and discrimination are not tolerated. The school uses alternative provision astutely and only when it will support pupils' precise needs well. As a result of leaders' improved behaviour management, the rate of suspensions is reducing.

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Curriculum and teaching Needs attention

Teachers do not consistently check pupils' understanding when learning mathematics. In some lessons, learning moves on to more complex content too quickly. As a result, some pupils have gaps in their learning that remain unaddressed. Leaders have provided staff with suitable training and coaching to improve the teaching of phonics. Staff follow the phonics programme, but the effectiveness of teaching varies and lacks precision, meaning that some pupils do not learn to read as quickly or effectively as they should.

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Curriculum and teaching Needs attention

Staff make purposeful adaptations to learning for pupils with special educational needs and/or disabilities. However, these are not consistently effective in all classes.

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Curriculum and teaching Needs attention

New strategies to strengthen pupils’ skills in speaking, spelling, handwriting and number facts are well designed and beginning to have a positive effect, although they are still in the early stages of implementation. Leaders have implemented methods to assess pupils' learning, but these systems are also new and their impact is not yet evident.

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Curriculum and teaching Needs attention

Pupils have frequent opportunities to practise and develop their writing skills. Reading in key stage 2 is taught securely, with teachers demonstrating secure subject knowledge. Leaders ensure that pupils learn a broad and balanced curriculum. Teaching across wider curriculum subjects is purposeful. Staff make thoughtful choices about curriculum content and vocabulary that they want pupils to learn. Pupils make clear links across learning and produce well ‑ presented work.

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Inclusion Needs attention

Leaders do not identify pupils’ needs accurately enough, particularly when their needs are emerging or changing. A high proportion of pupils have an education, health and care plan (EHC plan), and many face disadvantage and barriers to learning. Leaders are ambitious in their aims for these pupils, but they have not provided staff with clear enough guidance to ensure that strategies to support pupils to learn well are consistently effective. On occasion, staff do not have the guidance they need from external professionals to inform the provision for pupils.

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Inclusion Needs attention

Staff knowledge and skills to meet the needs of pupils with special educational needs and/or disabilities remain inconsistent, limiting their ability to meet pupils’ needs with precision. The quality of provision for pupils varies, and individual learning targets identified for pupils, including those with an EHC plan, lack accuracy. As a result, adaptations in lessons vary in effectiveness. Leaders do not routinely check the impact of measures to promote inclusion, which makes it difficult for them to evaluate impact reliably.

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Inclusion Needs attention

The pupil premium funding is used well to support provision and curriculum design. Meet ‑ and ‑ greet routines, safe spaces for pupils and adults trained to support pupils' wellbeing are firmly established, and community relationships continue to strengthen. Alternative provision is used well to support pupils to engage with education. The school makes thoughtful adjustments so pupils with complex medical needs can participate fully in school life.

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Leadership and governance Needs attention

The school and trust have undergone significant leadership changes since the last inspection. New structures provide clear accountability and thorough evaluation of the school's actions. Leaders are proactive and have an accurate understanding of what the school needs to improve further. Their work is beginning to show positive impact across different areas of the school's provision. However, much of this work is in the early stages and some improvements are being implemented too slowly.

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Leadership and governance Needs attention

Governors check carefully that pupils are safe and that the school is inclusive. Although the trust and governors provide appropriate support and challenge to the school, they recognise that some important actions have not taken place as swiftly as they should.

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Leadership and governance Needs attention

Leaders provide staff with opportunities to develop their skills. Even so, some staff work in roles without the necessary training, which limits the impact of their teaching and support for pupils. Most staff are proud to work at the school. Leaders are considerate of staff welfare. Most staff appreciate that leaders continue to balance the need to raise standards with the need to maintain staff morale and support their workload.

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Leadership and governance Needs attention

Relationships with parents and carers have strengthened, but some issues remain. A significant number of parents express a lack of confidence in the school. Their feedback reflects the scale of change the school has experienced. Some parents recognise the improvements leaders have made, while others need more time to rebuild trust and confidence in the school’s approach.

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

Leaders set high ambitions for the pupils who attend this inner ‑ city school. Their current actions are working to realise these aims. Pupils describe the school as friendly and say they work hard. They feel safe, trust the adults they speak to and enjoy a well ‑ designed and engaging curriculum. By the end of key stage 2, pupils, including disadvantaged pupils, achieve broadly in line with averages in national tests. However, too few pupils learn to read well by the end of key stage 1. The needs of pupils with special educational needs and/or disabilities and those facing other barriers to their learning are understood by staff. Staff make helpful adaptations so pupils can access learning, but the positive impact of this help and support is inconsistent.

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

The youngest children benefit from a warm and welcoming start to school. Pupils benefit from a variety of enrichment opportunities to enhance their learning and broaden their understanding of the wider world. Pupils are proud to hold positions of responsibility and contribute positively to the school and wider community. This helps pupils to develop leadership skills and resilience and to be well prepared for life beyond school.

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

Systems and procedures keep pupils safe. Classrooms remain calm and focused on learning. Leaders have rightly prioritised behaviour, and their actions are making a positive difference. Pupils generally show kindness and understand the importance of respect and tolerance. However, although pupils' behaviour is improving, it sometimes falls short of leaders' expectations. Bullying is not presently a significant issue. When concerns arise, leaders investigate thoroughly and ensure they hear all voices. However, leaders do not use their recording systems as effectively as they could to track patterns of behaviour. Attendance remains an ongoing concern for some pupils. Barriers to some pupils' regular attendance are not fully addressed.

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Next steps

Leaders should strengthen their oversight of the support for pupils with special educational needs and/or disabilities and check more regularly that staff implement strategies as intended and that provision matches pupils’ needs and is adapted quickly when pupils' needs change. Leaders should ensure that teachers use the new assessment systems effectively to identify gaps in pupils’ knowledge accurately and adjust teaching to support pupils to learn well. Leaders should ensure that phonics is taught with consistency and precision so that pupils in the early stages of reading learn to read well. Leaders should analyse attendance patterns more closely, identify the reasons behind absence and take targeted action that removes barriers and improves attendance. Leaders should ensure school improvement actions are carried out by appropriately skilled staff and monitor and evaluate these effectively in order to bring about more rapid

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About this inspection

This school is part of Reach South Academy, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Tom Leverage, and overseen by a board of trustees, chaired by Daniel Swabey.

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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, the special educational needs coordinator, assistant headteachers, key stage leaders and subject leaders. Inspectors also spoke with the office manager, the regional director for the trust, the CEO, the school improvement director for the trust, the trust primary improvement lead, the interim regional director, the chair of governors and the vice chair of governors during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

All members of the senior leadership team have changed since the last inspection, including a new executive headteacher who works across this school and one other. Within the last 18 months, there have also been changes to the trust structure.

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About this inspection

The school runs a breakfast and after-school club.

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About this inspection

The school uses 2 alternative providers, both of which are unregistered.

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Team inspectors:

Sophie Laing, Ofsted Inspector Andrew Lovett, Ofsted Inspector

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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?

National average: 300 Executive headteacher: Mrs Jacqueline Stephens

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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

2024/25 (revised) 55% 62% Close to average

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average

2023/24 (final) 66% 61% Close to average

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average

2022/23 (final) 63% 60% 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

2023/24 (final) 76% 74% Close to average

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average

2022/23 (final) 74% 73% 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 (revised) 69% 72% Close to average

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average

2023/24 (final) 69% 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

2023/24 (final) 79% 73% Close to average

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average

2022/23 (final) 78% 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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national average

2022/23 (final) 44% 44% Close to average

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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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average

2024/25 (revised) 63% 63% Close to average

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average

2023/24 (final) 64% 62% Close to average

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average

2022/23 (final) 67% 60% Close to average

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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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average

2023/24 (final) 64% 58% Close to average

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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

2023/24 (final) 64% 59% Close to average

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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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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

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

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