Winkleigh Primary School

Winkleigh Primary School

Address: Farmer Frank's Lane, Winkleigh, Devon, EX19 8JQ Unique reference number (URN): 113174

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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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Achievement Expected standard

Pupils achieve well and many pupils are ready for the next stage of their education. This is reflected in Year 6 published outcomes which are either in line or above the national average. The outcomes of the Year 1 phonics screening check reflect how well pupils build the essential skills to be confident readers. Outcomes are well above the national average. Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) progress well from their starting points.

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Achievement Expected standard

School leaders have placed high importance on ensuring all pupils, including pupils who are disadvantaged and those with SEND develop the foundational knowledge they need to be successful learners. This begins in the early years where children progress from mark making to developing a confident pencil grip. Across the school, most pupils go on to develop appropriate handwriting and spelling skills. As a result, the written work in pupils' books is often presented to a high quality.

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Attendance and behaviour Expected standard

Pupils enjoy coming to school and rates of attendance are generally in line with the national average. For those pupils who struggle to come into school, staff work closely with families and external agencies to offer support. Leaders welcome pupils at the school gate each morning. They are quick to identify those pupils and families who require extra support and encouragement. Leaders and staff build positive relationships with these families.

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Attendance and behaviour Expected standard

Leaders have high expectations of how pupils should behave and most pupils rise to these expectations. Pupils know to follow the school’s ‘golden rules’ of, kindness, resilience and respect. Incidents of bullying are rare. If there are allegations of bullying, the school is quick to investigate and support all those involved. For pupils who need extra support to behave, leaders and staff provide effective support.

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Attendance and behaviour Expected standard

Pupils across the school behave well. They are polite and welcoming to visitors. Older pupils are positive role models for younger children. In lessons, pupils are quick to follow the instructions of staff. Pupils also politely listen to their peers when they are presenting their ideas to the rest of the class. Pupils regularly demonstrate positive attitudes to learning. During social times, pupils interact well with one another.

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Curriculum and teaching Expected standard

Leaders have an informed view of the quality of the curriculum. The curriculum is well planned and rich in knowledge that builds progressively over time. For example, pupils learn content that ranges from the Mayan Empire, the Vikings, to more local topics such the impact of the British Empire in the Victorian era by learning about Coldharbour Mill. Pupils with special educational needs and/or disabilities access the same curriculum as their peers. Ongoing staff training ensures the curriculum is generally taught well. The teaching of early reading and phonics is effective. Pupils who have gaps in their phonics knowledge are quickly identified and supported to catch up with their peers. Staff present sounds clearly to pupils. The books pupils read are generally well matched to the sounds they know. This enables pupils to develop into confident readers.

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Curriculum and teaching Expected standard

During lessons, teachers regularly check what pupils know and remember. However, the use of assessment of pupils' work in books is not always as effective. While teachers identify where pupils have made mistakes or have misconceptions, sometimes this does not help pupils to improve their learning. In addition, teachers do not use the information from assessment consistently well to adapt future learning. This means that sometimes pupils are not provided with work that is sufficiently demanding.

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Early years Expected standard

Children in the early years have a successful start to their education at Winkleigh Primary School. Leaders have a deep understanding of the importance of the early years and this is combined with high expectations of what children can and should achieve. This includes pupils with special educational needs and/or disabilities.

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Early years Expected standard

There is an ongoing focus on developing children’s oracy skills. For example, children in Reception class confidently stand up and speak when they answer questions. Staff expect children to answer in full sentences. Leaders have also placed an emphasis on ensuring children are well prepared both socially and emotionally. Furthermore, the activities that children engage with are exciting and directly reflect their needs. They are designed to promote communication and language between the children. This supports children to build perseverance and resilience. As a result, children show sustained levels of interest in their learning.

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Early years Expected standard

Staff know the needs of the children in their care. Children benefit from these warm and caring relationships. However, at times, staff do not provide an effective level of questioning. This means that opportunities to deepen children’s knowledge are sometimes overlooked.

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Early years Expected standard

However, by the time children finish the early years provision they are very well prepared for the demands of Year 1.

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Inclusion Expected standard

Staff warmly welcome all pupils. There are high expectations of what pupils can achieve, including for those pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND). Regardless of when pupils join the school, staff are quick to assess any barriers to learning pupils may have. Support plans are written with precision. Individualised targets are precise and achievable. Any adaptations to learning are regularly reviewed to ensure the support pupils receive is appropriate. Staff who support pupils with SEND, know the needs of their pupils well. They generally balance an appropriate level of support and challenge. However, at times, pupils with SEND do not complete some of their activities independently when they are able to do so. Overall, pupils with SEND and those who are disadvantaged progress well from their starting points. The school’s use of additional funding to support disadvantaged pupils is appropriate.

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Inclusion Expected standard

Leaders ensure literacy and mathematics programmes support pupils who have gaps in their communication and language skills, and their foundational knowledge. Regular monitoring by school leaders ensures that these initiatives are supporting pupils to make progress from their starting points.

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Inclusion Expected standard

The school’s use of alternative provision is appropriate and reflects the needs of pupils.

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Leadership and governance Expected standard

Leaders and governors act in the best interests of pupils. Leaders understand the school’s strengths and are already addressing those areas that require further development.

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Leadership and governance Expected standard

Governors have a general understanding of the school’s strengths and areas for development. While their views are supported by external evaluations of the school, governors agree that sharpening their focus, through further evidence gathering, will support them in being able to challenge school leaders more effectively. Governors also acknowledge that the recent recruitment of new governors, who are independent to the school, will further support the role of ensuring those involved in governance play a key role in supporting school leaders.

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Leadership and governance Expected standard

Staff appreciate the wide range of opportunities to develop their careers through the provision of ongoing professional development. They also value the collaboration with other professionals through Winkleigh Primary School's participation in a network of schools. While many staff are supportive of school leaders, some staff do not always feel that leaders fully consider their workload and wellbeing when decisions are made. As a result, some staff are not confident that leaders and governors fully understand any pressures they might face.

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Leadership and governance Expected standard

Many parents are highly supportive of the school and the staff. They say that staff are caring and help their children to grow in confidence.

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Personal development and wellbeing Expected standard

The provision for pupils’ personal development and wellbeing is a strength of the school. Inclusion is a key component of the school's personal development provision. Leaders ensure that all pupils, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, access the full range of opportunities available. Leaders have an ambitious vision to broaden pupils' experiences and prepare them well for life beyond the school. Pupils develop secure knowledge about healthy relationships, consent, personal safety, and what it means to be physically and mentally healthy.

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Personal development and wellbeing Expected standard

Leaders have ensured that pupils benefit from an extensive programme of enrichment. After-school clubs such as, dodge ball, violin club, cross-country and gardening club support pupils to learn new skills and talents. Activities, such as boccia tournaments, ensure that some pupils with SEND have the opportunity to compete in competitive sports that match their needs

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Personal development and wellbeing Expected standard

Pupils also benefit from a wide range of trips that link to what pupils learn in the curriculum. For example, pupils visit the Churchill War Rooms in London to deepen their knowledge of the Second Word War. Whereas trips to the National Gallery in London support pupils to develop a love of arts and culture. Pupils explain how these trips, which take them beyond their immediate community, along with new experiences such as catching public transport, help them to develop confidence and resilience.

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Personal development and wellbeing Expected standard

Pupils’ aspirations are further developed with visits to the school from different professionals such as the Royal Marines, mid-wives, police and vets. This supports pupils to learn about future career opportunities.

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Personal development and wellbeing Expected standard

Pupils also learn about fundamental British values, which are further complemented with visits to different places of worship to support pupils' understanding of different cultures and religions. However, some pupils struggle to recall the key knowledge that leaders want pupils to know and remember in these areas.

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

Pupils at Winkleigh Primary School are welcomed with open arms by staff. The nurturing culture of this school is further reflected in the actions of older pupils, who take seriously their roles of responsibility. For example, at the start of each school day, older pupils guide younger pupils to their classes and help them settle into the start-of- day activities.

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

Pupils are kind, considerate and polite. As a result, the school is calm and pupils behave well. Pupils enjoy coming to school, which is reflected in high rates of attendance. Pupils enjoy learning and are keen to do their best. Staff have a thorough understanding of pupils' individual needs. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. As a result, many pupils achieve well, which is reflected in positive published outcomes.

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

Pupils are keen to share the important concepts they have learned. For example, in science, pupils explain in detail key knowledge linked to forces and lifecycles. The schools ‘Woodland Groups’, support pupils of all ages to work together and learn new skills such as cooking and sewing, as well as developing public speaking skills.

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

Pupils feel safe. They know that staff will support them if they have any concerns. Pupils develop an understanding of the importance of community through supporting local charities. They are also proud of the opportunity to display their art work at local venues. Events such as the harvest festival help pupils to support and celebrate the importance of their local rural environments. While trips to London help pupils to understand they are a part of a wider and diverse society. Pupils also benefit from overnight residential opportunities, where they learn new skills, such as surfing. These experiences help pupils to develop their confidence and resilience.

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Next steps

Leaders should ensure that professional development supports all staff to have high- quality interactions with pupils that become fully embedded across the school.

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Team inspectors:

Matthew Shirley, Ofsted Inspector Matt Middlemore, Ofsted Inspector

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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. Leaders should ensure that staff use assessment information consistently well to inform planning and adapt their teaching to meet pupils’ needs and secure even better progress. Leaders and governors should review strategies to support staff workload and wellbeing to ensure that all staff feel appropriately supported and valued.

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About this inspection

This school is part of the Woodland federation.

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About this inspection

The chair of the board of governors in this school is Catherine Slocombe.

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

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About this inspection

Inspectors spoke with the executive headteacher, head of teaching and learning, subject leaders, the special educational needs and/or disabilities coordinator, governors and the local authority.

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About this inspection

The inspectors gathered parents’ views by considering the responses to Ofsted Parent View and by talking with parents and carers. The inspectors also reviewed responses to Ofsted’s online staff and pupil surveys.

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About this inspection

The school has nursery provision for two- and three-year-olds.

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About this inspection

There is a before- and after-school club for pupils who attend the school.

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About this inspection

The school makes use of one unregistered alternative provision.

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About this inspection

Executive Headteacher: Victoria Fenemore The inspector(s) used this data during the full inspection on 30 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 6 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 needs support 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) 57% 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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average

2024/25 (final) 76% 75% 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) 71% 72% Close to average

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average

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

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average

2022/23 (final) 76% 71% 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

2024/25 (final) 81% 74% Close to average

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average

2023/24 (final) 73% 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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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

2022/23 (3 term) 5.2% 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

2022/23 (3 term) 14.0% 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

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

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