Schools & FE · Report card

Homelands Primary School

Inspected 24 Feb 2026 · published 23 Jul 2026 · URN 113231

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Summary

No overall grade in this frameworkSafeguarding met

Sara Staggs (lead), Anna Mills, Deborah Mosley, James Gentile, Lizzie Lethbridge

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
24 Feb 2026
Inspectors verified
Anna Mills, Deborah Mosley, James Gentile, Lizzie Lethbridge, Sara Staggs
Postcode verified
TQ1 4NT
Name on report verified
Homelands Primary School
Safeguarding verified
Met
URN verified
113231

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+65Positivemore positive than 37% of reports of this type

In line with other reports of this type.

Praisehigh expectationseffectivelywell preparedwell-plannedproudeffectivefeel safesuccessful

Criticismconcernsgapspoormissedstrugglebelowlowlower

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1787w+64
Leadership294w+79
Safeguarding51w−11
What needs to improve40w+43

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

As a result, pupils behave well and incidents of low ‑ level poor behaviour are rare. p.2

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance35
“Leaders' high expectations are shared by staff.” p.5
Curriculum14
“The school has put in place a well-designed curriculum.” p.2
SEND & inclusion12
“Staff at Homelands Primary School hold high expectations for disadvantaged pupils and for pupils with special educational needs and/or disabilities (SEND).” p.3
Progress & outcomes10
“As a result, pupils develop a secure understanding of phonics, which is reflected positively in published outcomes.” p.3
Teaching & assessment8
“New strategies for the teaching of handwriting are providing pupils with more opportunities to practise and meet the school's high expectations in this area.” p.3
Parents & families8
“Staff take effective steps to get to know pupils and their families well.” p.3
Reading & phonics6
“As a result, pupils develop a secure understanding of phonics, which is reflected positively in published outcomes.” p.3
Behaviour6
“As a result, pupils behave well and incidents of low ‑ level poor behaviour are rare.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 2,172; longer than usual (typical 1698)
Reading level: Fairly hard; Flesch 50, typical 43
Average sentence: 15 words
Next steps: 2; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 57%Leadership 9%Safeguarding 2%What needs to improve 1%About the inspection 31%

Full report text

Homelands Primary School

Address: Westhill Road, Torquay, Devon, TQ1 4NT Unique reference number (URN): 113231

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

Achievement Expected standard

Pupils generally achieve well. They take great pride in their learning, and this is reflected in the work they produce across the curriculum. Leaders' focus on developing handwriting is evident in improvements in pupils' writing across different subjects. Pupils can recall key concepts from their learning and apply these to future activities. The school maintains a sharp focus on ensuring that pupils develop the foundational knowledge that they need in order to be successful in the future. The school's strategies to achieve this aim are being embedded. Gaps in pupils' knowledge usually close quickly. This means that pupils are well prepared for the next stage of their education at different transition points within the school as well as when they go to secondary school.

p.2

Achievement Expected standard

The school is alert to the needs of pupils with special educational needs and/or disabilities and those who are disadvantaged. Staff take appropriate action to address the barriers to learning which these pupils face. The same is true for pupils who are known or have been previously known to social care. As a result of this tailored approach, these pupils achieve well from their starting points.

p.2

Attendance and behaviour Expected standard

Leaders work effectively to ensure that pupils attend school regularly. While rates of attendance remain below national averages, the work of leaders has led to rapid improvements. The school's systems to check pupils' attendance are rigorous. Leaders work extensively with parents and carers and the wider community in order to increase pupils' attendance. This supports the school's work to identify how it can provide personalised support to pupils. Leaders also offer support to parents through, for example, pastoral work or engagement with outside agencies. Pupils know the importance of being in school.

p.2

Attendance and behaviour Expected standard

Staff hold high expectations for how pupils should behave. Pupils rise to these expectations and are keen to do their best. As a result, pupils behave well and incidents of low ‑ level poor behaviour are rare. Pupils show kindness and politeness to one another. Bullying is not tolerated. Established routines, understood by staff and pupils, ensure that the school remains calm and that pupils respond quickly to instructions from staff. At playtime, pupils share equipment happily. Pupils who find playtimes too busy receive support that is personalised to their needs. In the dining hall, pupils learn to socialise independently. They sit with friends and chat calmly with one another while eating their lunch.

p.2

Curriculum and teaching Expected standard

The school has put in place a well-designed curriculum. Leaders have identified the essential knowledge, skills and vocabulary that pupils need to learn in order to be successful in the future. Staff are well trained to deliver this curriculum effectively. In lessons, staff use a range of strategies to ensure that pupils know the key content and apply this knowledge in different ways. Teachers check pupils' understanding and identify misconceptions quickly. Sometimes, teaching does not address instances where pupils repeat spelling and punctuation mistakes that they have previously corrected. Leaders are alert to this and plans are in place to address this further.

p.2

Curriculum and teaching Expected standard

New strategies for the teaching of handwriting are providing pupils with more opportunities to practise and meet the school's high expectations in this area. Early reading and phonics are prioritised. The phonics curriculum is securely embedded and staff are well trained with appropriate subject knowledge to teach early reading effectively. Gaps in pupils’ phonics knowledge are addressed quickly. As a result, pupils develop a secure understanding of phonics, which is reflected positively in published outcomes.

p.3

Curriculum and teaching Expected standard

The school has an inclusive teaching approach. This means that pupils are given the support they need to access the curriculum alongside their peers. Teaching makes careful adaptations for pupils with special educational needs and/or disabilities. This supports these pupils to secure the knowledge they need for future learning. When pupils join the school at different periods, staff ascertain what they know and where there are gaps. This helps staff to tailor teaching so these pupils can catch up quickly.

p.3

Early years Expected standard

Leaders have prioritised the early years to ensure that children get off to a secure start. The early years curriculum is well designed and taught. Leaders recognise the lower starting points of many children on entry to the school and, in response, have acted effectively to prioritise the development of children’s communication and language.

p.3

Early years Expected standard

The curriculum and teaching in early years typically support children to develop knowledge and skills across all aspects of their learning. Staff design specific activities that match children’s needs and what they want children to learn next. Well-planned activities, such as making drinks with fresh fruit, also support children to sustain concentration. Early years staff use vocabulary with purpose. Staff model precise language to extend children's vocabulary, for example by describing flavours as ‘sweet or sour’. Learning tasks also enable children to develop fine motor skills as well as their understanding of the world. Leaders ensure that children are given opportunities to learn about different cultures. Children are proud to share their own heritage and learn about the backgrounds of others. For example, children enjoy making Eid cards or building Nipa huts to house their dolls.

p.3

Early years Expected standard

Expectations of what children can achieve are high. For example, children are supported to be independent and learn to put on their own wellies and wet play clothing. They also learn to use cutlery when eating their lunch. Children learn phonics well. Staff provide timely and effective support to those who need extra help. This means children are well prepared overall for the next stage of their education.

p.3

Inclusion Expected standard

Staff at Homelands Primary School hold high expectations for disadvantaged pupils and for pupils with special educational needs and/or disabilities (SEND). Staff take effective steps to get to know pupils and their families well. This means that when pupils join the school, staff identify any barriers to learning quickly and provide support swiftly. The school bases its work on inclusion on its '6 pillars' of support. This includes, for example, careful consideration of where pupils sit in the classroom so that teachers can carry out regular check-ins on pupils' learning and wellbeing.

p.3

Inclusion Expected standard

Knowledgeable senior leaders oversee provision for pupils with SEND and ensure that staff receive the most up-to-date training. Leaders use robust systems to check the impact of the actions taken by staff who support pupils with SEND. By working closely with parents and carers, leaders also review provision regularly and personalise support when necessary. For example, some pupils benefit from attending ‘fizz club’ before settling to learning.

p.4

Inclusion Expected standard

The school uses additional funding for disadvantaged pupils effectively. For example, leaders have accurately identified the need to prioritise and promote the development of pupils’ communication and language. This work has helped leaders to make sure that pupils make progress in reading from their starting points. Leaders ensure that any use of alternative provision is in the best interests of pupils.

p.4

Leadership and governance Expected standard

Leaders maintain accurate oversight of their school. Their effective monitoring processes support this robust view. Leaders' moral purpose shines through, and they are determined to provide the best possible education for all pupils. They have prioritised the right things and continue to work on embedding systems to ensure that all pupils acquire the foundational knowledge they need for their next steps. For instance, the changes leaders have made to the handwriting curriculum are having a positive impact on pupils' writing. Leaders also ensure that there is an inclusive culture with a firm focus on achievement for all. They are tenacious in their approach to supporting pupils who face barriers to their learning, including those who join at different points during the school year and those with special educational needs and/or disabilities. They know there is still some work to be done to ensure their high

p.4

Leadership and governance Expected standard

ambitions are fully realised in all areas but have appropriate plans in place to achieve this.

p.4

Leadership and governance Expected standard

Governors ensure that they know and fulfil their duties, including in relation to holding leaders to account for the quality of the school's provision. They provide rigorous challenge and support to school leaders. For instance, meetings with subject leaders help governors to gain an understanding of the impact of the curriculum. Governors understand the school’s strengths and assist the school in prioritising appropriate areas for school improvement.

p.4

Leadership and governance Expected standard

Staff feel proud to work at the school and know that leaders consider workload and wellbeing when making decisions. They appreciate the range of professional learning opportunities available and being able to work with a variety of educational specialists. The school's place at the heart of the community is evident. Many parents and carers are highly supportive of the work of the school and its leaders.

p.4

Personal development and wellbeing Expected standard

Leaders provide a well-planned programme for pupils’ personal development and wellbeing. The school's personal, social, health and economic education curriculum equips pupils with the knowledge and skills they need to stay healthy and safe, including online. This begins practically in the early years, where, for example, children brush their teeth and learn the importance of maintaining healthy gums. Pupils also learn about mental health and strategies that promote wellbeing. From an early age, children learn to explain how they are feeling.

p.4

Personal development and wellbeing Expected standard

School leaders ensure that all pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, have the opportunity to benefit from a range of experiences that take them beyond their immediate community. For instance, trips to Kents Cavern and Exeter Museum support pupils to build on the knowledge that they they learn in class. Trips to places such as the zoo and the aquarium help pupils to develop an appreciation of the wonders of the natural world and an understanding of the need to protect the environment. Pupils are also helped to build independence and resilience in an age- appropriate way, including, for instance, through overnight residential visits to outdoor education centres. In the school’s forested area, pupils have opportunities to learn new skills such as fire lighting and den building. A range of after-school clubs, including drama, theatre

p.5

Personal development and wellbeing Expected standard

and sports, helps pupils to develop their talents and interests.

p.5

Personal development and wellbeing Expected standard

Pupils develop an age-appropriate understanding of fundamental British values. They explain the need to treat everyone with respect regardless of culture and religion and to treat others as they would like to be treated. Pupils take pride in their roles within the 'school parliament'. This has developed their understanding of democracy and contributed to changes, for example, to the school’s lunch menu. Participation in and the winning of ‘Torbay voice’ has reinforced pupils’ understanding of the power of debating and discussing different ideas respectfully.

p.5