Pennycross Primary School

Pennycross Primary School

Address: Arden Grove, Pennycross, Plymouth, Devon, PL2 3RL Unique reference number (URN): 113297

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

Published outcomes in national tests show that teaching is typically effective. By the time pupils leave Year 6, they are generally well prepared for the next stage of their education. Most pupils with special educational needs and/or disabilities (SEND) achieve well from their starting points. However, this is not consistent for all pupils with SEND. At times, learning is too ambitious for some of these pupils and this slows their progress.

p.2

Achievement Expected standard

Staff have a relentless focus on disadvantaged pupils. As a result, these pupils are narrowing the attainment gap with their non ‑ disadvantaged peers. In national tests, disadvantaged pupils' achievement is now close to average.

p.2

Achievement Expected standard

Overall, pupils benefit from a well ‑ designed curriculum. Leaders prioritise the most important knowledge and skills in reading, writing and mathematics. Most pupils use this knowledge to access more-complex learning across the curriculum with confidence. Pupils' work shows that, on the whole, they progress well in all subjects and year groups.

p.2

Attendance and behaviour Expected standard

Pupils enjoy school and attend regularly. Leaders’ sustained focus on improving attendance has secured improvements over time. Despite this, attendance remains a priority. Leaders and staff actively promote high attendance. They analyse attendance information closely and intervene early when concerns arise. Leaders understand the barriers some pupils face and work determinedly to remove these so that pupils can attend school regularly.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations. They establish clear, well ‑ understood systems for managing behaviour. The systems and expectations are understood by staff and pupils alike. Staff model appropriate behaviour at all times. This supports social development. Well ‑ established routines create a calm, orderly environment that supports learning and wellbeing. Leaders promote a shared ethos that all behaviour matters and everyone is responsible for it. Morning routines are firmly embedded. Pupils enter school calmly and confidently and enjoy being greeted by staff. These routines actively strengthen positive relationships with pupils and families. Across the school, during lessons and social times, most pupils interact respectfully and show positive attitudes to their learning. Bullying is not tolerated and any friendship issues are dealt with swiftly. While older pupils behave consistently well, there are younger pupils who require further support to sustain their focus

p.2

Curriculum and teaching Expected standard

Leaders have strengthened the curriculum offer in recent years. They have set out an ambitious curriculum that identifies the key knowledge and skills pupils need from the early years to Year 6. Leaders check the quality of curriculum implementation regularly and use this information to further improve teaching. They ensure that staff receive the professional development they need to deliver the curriculum effectively. As a result, the curriculum is typically taught well, and this is reflected in pupils’ achievement. Leaders focus sharply on ensuring pupils master core skills in reading, writing and mathematics. This begins as soon as children enter the early years. Staff teach phonics well. They identify gaps in pupils’ phonics knowledge quickly and provide effective support so that any pupil who falls behind catches up quickly. Teachers use a range of strategies to check pupils’ understanding of key learning. They use this information to adapt the

p.2

Curriculum and teaching Expected standard

curriculum. However, on occasion, adaptations for pupils with special educational needs and/or disabilities are not as effective as they could be. This is particularly the case for pupils whose core skills are not yet secure. For these pupils, activities are sometimes too ambitious.

p.3

Early years Expected standard

Leaders prioritise the early years. Staff are experienced and relentless in their pursuit of excellence. They get to know children and their families quickly. Staff identify gaps in children’s knowledge promptly and any additional needs. They provide effective, targeted support. Positive relationships with parents and carers form quickly, and these strong partnerships contribute to children’s sense of wellbeing and progress.

p.3

Early years Expected standard

The early years environment is vibrant and purposeful. Leaders have designed a well ‑ structured curriculum that focuses on building strong foundations in the knowledge and skills children need for future learning in Year 1. Staff implement the curriculum effectively. They teach phonics, spelling and handwriting in a logical sequence. The mathematics curriculum develops children’s early number understanding well.

p.3

Early years Expected standard

Daily routines, including stories, rhymes and songs, strengthen children’s communication and language development. This enables children to express themselves with increasing confidence. Leaders and staff maintain a sharp focus on supporting children with special educational needs and/or disabilities and those who are disadvantaged. While most children achieve well, a small number do not secure some of the essential basic skills needed for the next stage of their education.

p.3

Inclusion Expected standard

Leaders are ambitious for all pupils. They establish a culture in which achieving well is the expected norm. Staff identify pupils’ needs quickly and accurately. Leaders ensure that appropriate support is in place for most pupils. The school works closely with parents, carers and a range of external professionals. Leaders collaborate effectively with several local authorities and an alternative provision to secure the right support for pupils and their families.

p.3

Inclusion Expected standard

Leaders typically ensure that staff working with pupils with special educational needs and/or disabilities (SEND) have the required expertise. In most cases, teachers use adaptations effectively so that pupils with SEND can access the full curriculum. However, for a small number of pupils, these adaptations are not as effective as they could be. Pupils with an education, health and care plan usually benefit from well ‑ matched support. For a small minority, targets are not as precisely aligned to their needs as they could be, which slows the progress they make. Leaders use additional funding effectively. They monitor spending closely to ensure that disadvantaged pupils receive the support they need. Bespoke support helps pupils with gaps in their learning to catch up quickly. As a result, the gap between disadvantaged pupils and their peers is narrowing over time.

p.3

Leadership and governance Expected standard

Leaders care deeply about the school and the community they serve. They make strategic decisions firmly rooted in the best interests of pupils and their families. This commitment is particularly evident in their work to support refugees, disadvantaged pupils and those with special educational needs and/or disabilities. Leaders take a strategic, well ‑ informed approach to school improvement. They have a secure understanding of the school’s strengths and the areas that require further development. Their improvement plans are well considered.

p.4

Leadership and governance Expected standard

Governance is effective. Governors are experienced and hold a balanced, well ‑ informed view of the school. They provide appropriate challenge and support to leaders, drawing on external quality assurance to validate their understanding. Governors maintain a sharp focus on ensuring that all pupils reach their full potential. They have a secure oversight of addtional funding such as the pupil premium grant and its impact. Governors fulfil their statutory responsibilities effectively.

p.4

Leadership and governance Expected standard

Staff are highly supportive of leaders. They feel well supported and speak positively about working at the school. Morale is high across the staff team. Teachers value the professional development opportunities available to them and appreciate the structured coaching system that strengthens the quality of teaching. Leaders remain mindful of staff wellbeing and workload when making decisions, and staff recognise this.

p.4

Leadership and governance Expected standard

Leaders engage well with parents and carers. The vast majority speak positively about the school and describe it as an inclusive ‘family’.

p.4

Personal development and wellbeing Expected standard

The school’s personal development programme is effective. Leaders routinely check its impact and make appropriate adaptations when needed. They ensure that disadvantaged pupils and those with special educational needs and/or disabilities can access all that the school offers. Equity sits at the heart of the programme.

p.4

Personal development and wellbeing Expected standard

Pupils demonstrate understanding of diversity and equality. Pupils who are refugees are welcomed. Pupils learn about and celebrate different cultures within their community and across the world. They show respect for the wide range of backgrounds and faiths represented in the school. Fundamental British values, including tolerance and respect, are firmly embedded.

p.4

Personal development and wellbeing Expected standard

The school’s personal, social, health and economic education curriculum is well structured. Leaders place an emphasis on pupils developing healthy lifestyles. Staff teach pupils about age ‑ appropriate relationships and health education effectively. Older pupils have a clear understanding of what constitutes a healthy relationship. Pupils learn how to stay safe online and can explain the risks associated with the internet and mobile phone technology. Regular opportunities for debate help pupils articulate their views and consider those of others.

p.4

Personal development and wellbeing Expected standard

Leaders supplement the curriculum with well ‑ designed enrichment activities. They have created a set of experiences that every pupil will complete by the end of Year 6. These build pupils’ resilience. Pupils benefit from a wide range of visitors who broaden their understanding of the world. They take on a variety of leadership roles that are purposefully designed to develop their character, and they thrive in these responsibilities.

p.5

Personal development and wellbeing Expected standard

Leaders play an active role in bringing families and the wider community together through events such as ‘The Field Gun’ and the ‘Plymouth marathon’. These opportunities strengthen relationships between families and the school. Staff know pupils and their families well. Leaders ensure that pastoral support is timely, and parents and carers value the help they receive.

p.5

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

Pennycross is an inclusive school. Pupils experience a deep sense of belonging as soon as they join. They are proud of their school and their community. Pupils describe the school as friendly and welcoming for everyone. Tolerance, inclusion and equity are at the forefront of every decision made. The school is proud of its award as a School of Sanctuary for supporting pupils experiencing hardship, including refugees.

p.5

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

Pupils enjoy coming to school and this is reflected in their high attendance. Staff greet pupils warmly at the start of every day. They take time to get to know every child. Pupils feel safe knowing that staff are there for them. They know staff will deal promptly and effectively with any concerns they may have. Pupils are clear that bullying does not happen and know that it would be addressed swiftly if it did. Behaviour throughout the school is typically calm. Pupils are polite and respond well to staff. Lunchtime is a positive and sociable experience. Pupils interact well and show respect for one another.

p.5

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

Older pupils thrive in their ambassador roles and other leadership opportunities. Pupils speak positively about the wider curriculum offer, particularly the residential trips. Year 6 pupils are ready to move on to the next stage of their education. Overall, pupils are well prepared for their next steps in education and in life.

p.5

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

Children get off to a positive start in the Reception class. Any barriers to learning which pupils may face are identified quickly. Pupils learn a broad curriculum. It is carefully organised so that pupils build their knowledge over time. There is a sharp focus on ensuring pupils master the fundamental knowledge of reading, writing and mathematics. Typically, pupils achieve well. This includes disadvantaged pupils and those with special educational needs and/or disabilities.

p.5

Team inspectors:

Sally Hannaford, Ofsted Inspector Carl Thornton, Ofsted Inspector Kevin Martin, Ofsted Inspector

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 28 April 2026

p.6

Next steps

Leaders should ensure that support for pupils with special educational needs and/or disabilities (SEND) is consistently well designed and implemented effectively, and that staff ensure learning activities build on what pupils with SEND know and can do, so that all pupils achieve well.

p.6

About this inspection

The chair of the board of governors in this school is Julia Baldie.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, other senior leaders and a range of school staff during the inspection. The lead inspector met with members of the governing body, including the chair and vice chair.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently makes use of one alternative provision that is unregistered.

p.6

What does this mean?

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

p.7

What does this mean?

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

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

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. National average: 3.5%

p.7

What does this mean?

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

p.8

What does this mean?

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

p.8

What does this mean?

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

p.8

Pupils reaching the expected standard in reading, writing and mathematics

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

p.8

national average

2022/23 (final) 55% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2023/24 (final) 70% 72% Close to average

p.9

average

2022/23 (final) 74% 71% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

average

2022/23 (final) 71% 73% Close to average

p.10

Disadvantaged pupils' performance

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

p.10

mathematics

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

p.10

average

2023/24 (final) 35% 46% Close to average

p.10

average

2022/23 (final) 40% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (final) 71% 63% Close to average

p.10

national average

2022/23 (final) 50% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (final) 67% 59% Close to average

p.11

average

2023/24 (final) 55% 58% Close to average

p.11

average

2022/23 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (final) 71% 61% Close to average

p.11

average

2022/23 (final) 50% 59% Close to average

p.11

Disadvantaged pupils' performance gap

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

p.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

Overall absence

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

p.13

national average

2024/25 (3 term) 4.9% 5.2% Close to average

p.13

national average

2023/24 (3 term) 5.3% 5.5% Close to average

p.13

national average

2022/23 (3 term) 6.4% 5.9% Close to average

p.13

Persistent absence

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

p.14

national average

2024/25 (3 term) 12.5% 13.0% Close to average

p.14

national average

2023/24 (3 term) 17.4% 14.6% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

Expected standard

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

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15