Plumbland CofE School

Plumbland CofE School

Address: School Lane, Parsonby, Aspatria, Wigton, Cumbria, CA7 2DQ Unique reference number (URN): 112275

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Attendance and behaviour Expected standard

Pupils attend school regularly. Attendance is well above national levels and has improved over time. Leaders analyse attendance patterns closely and act early when pupils are at risk of missing too much school. They work with families and, where needed, with external agencies to reduce barriers to regular attendance. This means that the proportion of pupils who are persistently absent has reduced significantly and is now well below national levels. Disadvantaged pupils and pupils with special educational needs and/or disabilities attend at least as regularly as their peers nationally.

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Attendance and behaviour Expected standard

Pupils behave well across the school. Older pupils naturally take on a nurturing role with younger pupils. This contributes to a calm, orderly and respectful environment throughout the school day. Leaders set clear expectations for behaviour and staff apply these consistently. Where pupils need additional support to meet these expectations, leaders put reasonable adjustments in place and review them regularly. Bullying or any discriminatory behaviour is rare and not tolerated. When concerns are raised, staff deal with them promptly and fairly.

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Inclusion Expected standard

Leaders have created an inclusive culture where pupils are supported to take a full part in school life. They identify pupils' needs early and accurately, drawing on information from parents and carers and from specialist external professionals. This includes support for pupils' communication and language needs and emotional wellbeing. Staff receive training so that they can understand and meet pupils' needs effectively. As a result, pupils with special educational needs and/or disabilities access the same ambitious curriculum as their peers.

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Inclusion Expected standard

Leaders use additional funding to support disadvantaged pupils in a considered and targeted way. They use this funding to address barriers to learning and wellbeing. This includes support for pupils' academic needs and their social, emotional and mental health. As a result, disadvantaged pupils take a full part in school life.

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Inclusion Expected standard

Leaders check pupils' progress regularly and adjust support when needed. They work with families and external professionals to make sure that plans remain appropriate as pupils' needs develop. Most pupils with special educational needs and/or disabilities make suitable progress from their starting points.

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Personal development and wellbeing Expected standard

Pupils develop a clear sense of right and wrong. They learn to appreciate the beliefs and experiences of others, including those from different faiths and backgrounds. Visits to places of worship, including a synagogue and a Buddhist temple, deepen pupils' understanding of cultural diversity and shared values. The school's Christian vision shapes daily life and underpins collective worship, which is led in partnership with the local church. Pupils have regular opportunities to reflect on their own beliefs and experiences. Pupils use the school

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Needs attention

garden and forest school as spaces for stillness and quiet reflection. Pupils take on a range of leadership roles within the school. They serve on the school council, act as peer buddies and lead an enterprise project. They take part in democratic processes, such as voting and representing the views of their peers. These responsibilities help pupils to develop confidence and a sense of responsibility within their community.

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Needs attention

Pupils benefit from a carefully planned personal, social, health and economic education programme. It is well matched to their ages and needs. Pupils learn about healthy relationships, physical health and mental wellbeing. They understand how to keep themselves safe, both online and offline. Pupils know who to speak to if they are worried and are confident that staff will act on their concerns. Leaders have put in place a range of wellbeing support for pupils who need it. This includes access to trained staff and dedicated spaces for reflection and self-regulation. Pupils benefit from relationships and health education that is appropriate to their age and stage. This complies with statutory guidance.

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Needs attention

Pupils enjoy a rich variety of enrichment experiences. These include outdoor education, visits to cities, music tuition and a wide range of clubs and sports. Leaders make sure that disadvantaged pupils can take part in all of these activities. These opportunities help pupils to develop the confidence they need for life in modern Britain.

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Achievement Needs attention

Some pupils are not as prepared as they could be for their next stage of education. Some pupils struggle to produce neat and legible written work. Errors in their spelling and grammar persist across some year groups. This prevents these pupils from writing fluently across subjects.

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Achievement Needs attention

Some pupils move on to new learning before they are secure in what they have been taught. This prevents these pupils from building secure knowledge across subjects. Support is in place for disadvantaged pupils and for pupils with special educational needs and/or disabilities. Some, nonetheless, do not make the progress of which they are capable.

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Achievement Needs attention

Over time, pupils' outcomes in national curriculum tests at the end of Year 6 have been variable. In some subjects and in some years, pupils have achieved above national averages. In others, outcomes have been below. For example, outcomes for times tables and the phonics screening check have been below national averages over time.

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Curriculum and teaching Needs attention

Teaching is not consistently effective across the school. Teachers do not consistently choose activities that help pupils to learn and remember the knowledge set out in the curriculum. This makes it harder for teachers to adapt their teaching for pupils with special educational needs and/or disabilities (SEND). Vocabulary is not taught consistently, so pupils do not always have the words they need to access new learning. Teachers do not consistently identify and correct errors in some pupils' writing. As a result, mistakes in grammar and spelling persist in the written work of some pupils.

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Curriculum and teaching Needs attention

Despite this, leaders have designed an ambitious, broad and balanced curriculum. Since the previous inspection, they have worked to improve the logical order in which knowledge builds across the curriculum. In subjects such as history, teachers draw on the local area and the school's community. This helps pupils to build knowledge that is relevant and meaningful to them.

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Curriculum and teaching Needs attention

Reading is prioritised across the school. Staff receive regular training to develop their subject knowledge and teaching skills. Leaders have introduced a new writing programme. This is at an early stage. Such changes have not brought about the needed improvements to teaching and learning since the previous inspection.

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Early years Needs attention

Some children do not gain the knowledge they need as they move through the early years. This is because the interactions between adults and children do not consistently help some children to develop their communication and language. For example, some adults do not routinely correct errors in children's speech. Nor do they typically extend children's vocabulary through questioning and purposeful talk. As a result, some children do not develop their communication and language as well as they could. This means that some children are not as well prepared for Year 1 as they could be.

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Early years Needs attention

Leaders have designed a curriculum that is ambitious for all children. They have considered carefully the knowledge and skills that children need as they move through the early years. Adults make checks to find out what children know and can do. They use this information to plan activities that are better matched to children's needs. Reading is prioritised from the start. Children learn the sounds that they need to read words accurately. Adults identify children who fall behind and provide them with helpful support.

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Early years Needs attention

Adults share what children are learning with parents and carers. They explain how families can support their children's learning at home. Children form positive relationships with adults in the Reception class. This helps them to feel settled and ready to learn.

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Leadership and governance Needs attention

The school's quality assurance procedures do not focus sharply on the impact of leaders' actions on pupils' outcomes. Governors rely on verbal updates from leaders rather than looking carefully at information about pupils' progress and achievement themselves. This means that governors do not have a clear picture of whether leaders' actions are making a difference for pupils. Governors are not clear about the impact of spending on disadvantaged pupils. This limits their ability to hold leaders to account with precision. Recently, governors have given significant time and attention to other matters. This has limited their ability to make the needed improvements to their quality assurance systems. As a result, the rigour of their oversight in some aspects of their work, such as checking on the quality of education, has not been maintained. Despite the challenges that leaders and governors have faced, they have been able to bring

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Leadership and governance Needs attention

about some changes to the curriculum and to teaching. Leaders know the school and its pupils well. Leaders work in partnership with other schools and with external professionals to improve the quality of education that pupils receive. They think carefully about the workload and wellbeing of staff as they lead the school's improvement work. Staff feel valued and proud to work at the school. They value the professional development they receive.

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Leadership and governance Needs attention

Governors meet their statutory duties. However, they do not check whether the training for staff is making a difference for pupils in classrooms. Leaders and governors have not brought about the needed changes so that pupils learn more and remember more.

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

Life at Plumbland CofE School is shaped by care and a sense of belonging. Pupils feel safe and well cared for. They say the school feels friendly, calm and respectful. Pupils know who to speak to if they have a worry and are confident that staff will act. Bullying or any discriminatory behaviour are rare. When concerns are raised, staff deal with them promptly. This helps pupils to feel secure and settled in their school community. Pupils naturally take on a nurturing role with younger pupils. This adds to the warm and supportive atmosphere that runs through the life of the school.

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

Pupils enjoy coming to school. They have positive relationships with staff and with each other. Pupils behave well and move around the school calmly and respectfully. They try their best in lessons and at social times. However, some pupils are not as prepared as they could be for their next stage of learning. This includes children in the early years. This is because teaching does not consistently help pupils to build the knowledge they need. Children in the early years enjoy the nurturing care of adults in the Reception class.

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

Most pupils attend school regularly. Attendance is well above national levels. Pupils are keen to take part in the wide range of activities that leaders provide. They benefit from a wide range of enrichment experiences. These include outdoor education, visits to cities and places of worship, music and a variety of clubs and sports. They speak positively about residential visits and the experiences these bring. They also take on leadership roles, including on the school council and as peer buddies. Leaders make sure that disadvantaged pupils can take part in these activities. Through these experiences, pupils learn how to make a positive contribution to their school and wider community.

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

These opportunities help pupils to develop the confidence they need for life in modern Britain.

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Next steps

Leaders should make sure that teachers consistently choose activities that help pupils to learn and remember the knowledge that is set out in the school's curriculum.

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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. Leaders should make sure that teachers identify and rectify errors in pupils' spelling and grammar so that pupils can write accurately and fluently. Leaders should make sure that adults in the early years consistently help children to develop their spoken language, including by correcting errors in speech and extending their vocabulary. Governors should make sure that their quality assurance procedures focus on the impact of leaders' actions on pupils' outcomes, particularly for disadvantaged pupils.

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About this inspection

The chair of the board of governors in this school is John Taylor.

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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 (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other leaders during the inspection. The lead inspector spoke to representatives of the governing body, including the chair of the governing body. Inspectors engaged with pupils throughout the inspection. They also spoke to some parents and carers. They considered the responses to Ofsted’s surveys and Ofsted Parent View.

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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 does not make use of alternative provision.

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About this inspection

The school is registered as having a Church of England religious character. It is part of the Diocese of Carlisle. It received a section 48 inspection for schools of a religious character in June 2025.

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About this inspection

Headteacher: Mrs Claire McKie This data is from 2 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

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

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

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

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 67% 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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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) 78% 72% Close to average

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average

2023/24 (final) 67% 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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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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national average

2022/23 (3 term) 17.4% 16.2% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

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

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Urgent improvement

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