St Thomas of Canterbury CofE Primary School

St Thomas of Canterbury CofE Primary School

Address: Eastington Road, Lapford, Crediton, Devon, EX17 6QE Unique reference number (URN): 137780

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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 Strong standard

Pupils behave remarkably well. They show respect for one another. The school ‘golden rules’ motivate them to do the right thing. Staff and older pupils act as positive role models. There is a calm, focused atmosphere, which is highly conducive to learning. Classrooms are vibrant, where pupils show they are keen to do their best. Playtimes are inclusive and happy, with opportunities to build friendships, climb trees, explore and build. Pupils make up their own games or ride bikes and scooters down the ‘ramp’. Pupils know that trusted adults resolve any worries they may have. As a result, bullying is rare.

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Attendance and behaviour Strong standard

Leaders foster a positive culture of attendance. The supportive relationships that staff build with pupils and their families help leaders tackle attendance issues in a timely and responsive way. Consequently, pupils attend well. The free breakfast club gets pupils off to a good start to the day. Attendance figures are above national expectations overall, with particularly strong attendance for pupils from disadvantaged backgrounds and pupils with special educational needs and/or disabilities.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities, progress well through the curriculum. Typically, pupils remember their learning well and make links when they encounter new knowledge and concepts. Pupils in key stage 2 learn about rivers and coasts while they revisit the science of water cycles. In geography, pupils demonstrate their knowledge and understanding of the equator, climate zones and the human impact on the environment. As a result, pupils generally achieve well from their starting points, although this is not always reflected in national attainment comparisons.

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Achievement Expected standard

Many pupils develop their transcription skills and form letters with appropriate fluency. However, some pupils do not consistently apply neat handwriting in their independent written work. This limits their ability to write with accuracy and clarity. Leaders recognise that some pupils' transcription and handwriting could be further strengthened across the school.

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Curriculum and teaching Expected standard

Pupils benefit from a broad and engaging curriculum, which is suitable for mixed-age classes. Leaders have an accurate and informed understanding of what pupils should learn. They have identified the precise knowledge and skills they want pupils to remember, and the order in which they should learn them. A love of reading permeates the school. Pupils have frequent opportunities to listen to and read books that capture their interests. Children in the early years quickly consolidate their knowledge of letters and phonics so they become fluent readers. Typically, staff check pupils’ understanding consistently, so misconceptions are addressed promptly. Retrieval tasks at the start of lessons support pupils to retain and deepen their understanding well. Leaders invest in staff development to strengthen the quality of teaching and regularly review its impact on pupils' progress. They ensure that the curriculum

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Curriculum and teaching Expected standard

develops pupils' language and communication skills. Staff deliberately extend vocabulary by modelling words and phrases in class.

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Curriculum and teaching Expected standard

Pupils who need extra support, including those who are disadvantaged or who have special educational needs and/or disabilities, are identified quickly. Teachers generally adapt learning well, so these pupils learn alongside their peers.

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Early years Expected standard

There have been recent changes to the early years due to the addition of the new nursery. The early years curriculum develops children’s understanding of words, numbers and the world around them. Foundations for learning are firmly set in the early years, where children develop curiosity through carefully laid-out learning activities. From the moment they join the setting as 2-year-olds, children learn to share, take turns and support one another.

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Early years Expected standard

Warm relationships between adults and children support positive development, with leaders ensuring all children are well cared for, particularly those with special educational needs and/or disabilities and those who are disadvantaged. Children benefit from consistently high- quality interactions with adults that help them discover new ideas. Staff receive relevant training to deliver the curriculum effectively, ensuring every child enjoys a positive, personalised start to their education.

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Early years Expected standard

Staff support children’s language development through conversations. They model speech, tell stories and sing songs. Children begin to develop their understanding of sounds in Nursery, building on this successfully through Reception, where carefully matched reading books help them become accurate and fluent readers quickly. Most children leave Reception with a good level of development, readying them for Year 1.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known to social care are included fully in day-to-day school life. In this small school, every pupil is known and valued. Staff understand their needs and care deeply about each one. The school has clear systems for identifying pupils with SEND. Staff hold an in-depth knowledge of individual pupils’ needs and barriers to learning. They use this information to identify and address gaps in pupils’ understanding. Pupils receive appropriately personalised support to enable them to make progress from their starting points. For example, pupils enjoy visiting ‘The Bubble’, where a calm, sensory approach helps them learn and regulate their emotions.

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Inclusion Expected standard

Where needed, leaders collaborate with external specialists, such as speech and language therapists, to ensure pupils with SEND receive the support that they need. Additional funding is used well, providing a wide range of care and support for pupils and their families. For example, leaders use it to ensure that all pupils have access to clubs, that they can learn to play an instrument and that they can attend residential visits.

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Leadership and governance Expected standard

Since the previous inspection, the school has improved significantly across leadership, behaviour, teaching quality and community engagement. Leaders draw on external advice and collaborate with other local schools to inform and oversee their improvement priorities. For example, staff work with colleagues to share good practice and learn from one another. Leaders hold an accurate understanding of the school's strengths and areas for development. With a clear understanding of the barriers some pupils face, leaders' decisions are firmly rooted in pupils’ best interests, with particular attention given to those who are disadvantaged or who have special educational needs and/or disabilities.

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Leadership and governance Expected standard

Trustees and governors are committed, and work closely with the school to bring about improvements. They understand and ensure that the school meets its statutory requirements. They visit the school and support and challenge leaders effectively.

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Leadership and governance Expected standard

Staff speak positively about the school, describing leaders as approachable, visible and genuinely committed to the wellbeing of both staff and pupils. Staff value the professional development opportunities they receive from leaders. Dedicated time for learning and growth is highly regarded, helping staff to develop and carry out their roles effectively. Community engagement is a strength of the school. Parents and carers value the school’s welcoming ethos. They are actively involved in school life. 'Parent Power' days bring parents into school on a regular basis to lend their time and skills to projects and site improvements.

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Personal development and wellbeing Expected standard

The personal development curriculum is woven seamlessly through every element of school life. Pupils know the importance of maintaining a healthy lifestyle, including with regard to regular exercise, maintaining personal hygiene and the benefits of sleep. Leaders provide highly effective pastoral care. They support pupils to recognise and manage their feelings. Pupils know that being sociable with family and friends contributes to their positive mental health. The school's relationships and sex education and health education curriculum helps pupils understand how their bodies change and the importance of healthy relationships and consent.

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Personal development and wellbeing Expected standard

Pupils know how to protect themselves online by not sharing personal details such as passwords. They can discuss fundamental British values with confidence. They connect this to real-life contexts, such as the Highway Code, recognising how rules exist to protect everyone.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils are tolerant of those who are different to themselves. Religious visitors raise awareness of different faiths and cultures. This teaches pupils to respect differences. Pupils learn to ‘start small and dream big’ as they learn about future careers. Visitors, including a vet, a geographer and members of the Royal Marines, help challenge stereotypes about the jobs people do. Pupils embrace many opportunities to develop their talents and interests. Music is a strength of the school, with pupils learning to play instruments including bass, guitar and drums. Most recently, some pupils have taken this further by forming their own rock band. Lunchtime clubs such as tennis, skipping, choir and eco club are well attended. Leaders track participation and ensure all pupils benefit from the school’s offer, including those who are disadvantaged. Pupils enjoy a range of trips and ‘memorable moments’ to enhance the

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Personal development and wellbeing Expected standard

curriculum, including visits to North Devon and residential experiences in Bristol and Dartmoor.

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

From the early years through to Year 6, pupils at this small school feel happy and safe, and genuinely love coming to learn. Attendance reflects this. Staff get to know pupils well, which means that they are alert to pupils’ individual needs. The school accurately identifies any barriers to learning that pupils, including those who are disadvantaged or who have special educational needs and/or disabilities, may have. These pupils receive the support they need to make progress from their starting points.

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

Pupils develop the knowledge and skills they need to thrive both personally and academically. This helps them to leave ready for their next stages in secondary school. Published data in national tests does not reflect the strengths of the educational offer provided by the school.

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

The school embraces its close-knit community where kindness and respect are second nature. Courageous spirits shine through in the pride pupils take in their school and in the way they wear their uniform and live out its values every day. Pupils know trusted adults are always there if they have a worry, and as a result, bullying is rare and behaviour throughout the school is impeccable.

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

Pupils are supported to be active, responsible citizens with real opportunities to make a difference. Through roles such as school councillors or house captains, and initiatives such as the recent ‘skip-a-thon’ to fund Year 6 leavers' hoodies, pupils take ownership of their community. They also connect beyond the school gates, supporting charities such as ‘Children in Need’ and joining local events such as the Harvest and Christingle celebrations at the local church.

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Next steps

Leaders should continue to strengthen their work to embed strategies for developing writing and transcription so they can continue to improve pupils' achievement. Leaders should continue developing the personal development programme to ensure that it has a highly positive impact on all groups of pupils.

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Lead inspector:

Gavin Summerfield, His Majesty's 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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About this inspection

This school is part of Chulmleigh Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Neil Payne, and overseen by a board of trustees, chaired by Stephen Baber.

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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 headteacher, senior leaders and other school staff during the inspection, including the special educational needs coordinator.

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About this inspection

The lead inspector met with the chair of the trust board and the chair of the primary performance board and spoke with the chief executive officer of the trust.

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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. It is part of the Diocese of Exeter. It is due a section 48 interim monitoring inspection, for schools of a religious character, within the next 3 years.

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About this inspection

The school does not use alternative provision.

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About this inspection

Head of School: Jessica Wright Well below average

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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) 56% 62% 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) 75% 74% Close to average

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average

2022/23 (final) 67% 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 (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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national average

2023/24 (3 term) 4.8% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 5.9% Close to average

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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

2023/24 (3 term) 11.9% 14.6% 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.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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