South Molton United CofE Primary School

South Molton United CofE Primary School

Address: Exeter Road, South Molton, Devon, EX36 4EN Unique reference number (URN): 151056

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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

Leaders have an accurate understanding of attendance. They analyse trends and patterns routinely and act quickly if a pupil's attendance concerns them. Using a range of resources, leaders support pupils and families to overcome barriers to attending well. Overall attendance is now broadly in line with the national average. Disadvantaged pupils have not attended as well in the past. However, more recently, strategies such as use of the school's breakfast club and targeted pastoral support have supported improved attendance for this group. Leaders continue to refine strategies to improve pupils’ attendance further.

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Attendance and behaviour Expected standard

Leaders have clear expectations for pupils’ behaviour, and pupils generally behave well. Leaders support pupils to manage their emotions effectively. They adapt their approach for pupils with additional needs. Older pupils act as positive role models for younger pupils. Pupils respond well to the reward systems in place. They understand the school’s values. When incidents of poor behaviour occur, staff typically apply clear and consistent approaches, although this is still embedding across the school. Leaders use suspensions appropriately, and the number of these has reduced. Leaders check behaviour closely. They follow clear and effective procedures on the rare occasions a pupil reports bullying or discrimination.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious and coherent curriculum since the last inspection. It begins in the early years. Leaders ensure that staff have the subject knowledge they need to teach across the curriculum. They check how well staff deliver the curriculum and use these checks to guide improvements.

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Curriculum and teaching Expected standard

Staff use the curriculum to make sure they teach the right knowledge at the right time so that pupils build their learning gradually in all subjects. Staff tailor activities to support learning for disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). However, in some wider curriculum subjects, the adaptations staff make are not as precise as they could be. This means that, sometimes, disadvantaged pupils and pupils with SEND complete work that does not match their needs. This reduces the progress they make. Leaders are aware of this and have begun work to drive improvements.

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Curriculum and teaching Expected standard

Leaders prioritise teaching pupils to become fluent readers, writers and mathematicians. Secure phonics teaching ensures that increasing numbers of pupils learn to read confidently at an early stage. Staff model high-quality language. They structure discussions carefully so that pupils develop the subject-specific vocabulary they need across the full curriculum.

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Early years Expected standard

Leaders have a clear vision for giving children the best possible start. As soon as children join the school, they settle quickly into learning routines. Leaders have designed a curriculum that focuses on language, communication and number skills. Leaders identify children's individual needs promptly. They ensure that children who are disadvantaged and those with special educational needs and/or disabilities receive the support they need. Consequently, these children make progress from their starting points.

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Early years Expected standard

Staff design activities that support children’s learning effectively. They prioritise early reading, writing and mathematics so that children are equipped for future learning. Staff use themes to help children make links that deepen understanding. For example, during a seaside theme, children playing at the water tray save marine creatures from plastics in the sea. Some children make 'ice creams' from modelling dough, developing their fine motor control. Others listen attentively to a story about the sea.

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Early years Expected standard

Staff have high expectations. They develop positive relationships with children. Children respond positively to the clear routines staff establish. They build their social skills well. Children take turns, care for one another and help each other during activities. Overall, children are well prepared socially and academically for the demands of Year 1.

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Inclusion Expected standard

Leaders have a clear approach to inclusion. They make sure that all staff can quickly recognise pupils who might need extra help with their learning. Robust systems and processes then enable staff to tackle the barriers pupils face. Leaders work with parents and carers, as well as external agencies, such as for educational psychology, to put appropriate support in place. For example, some pupils have practical resources to help them regulate their emotions, and others have visual supports that enable them to access the curriculum.

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Inclusion Expected standard

Staff and leaders monitor the effectiveness of the support they give. Regular meetings and timely checks on pupils' progress support them in knowing what is having the greatest impact. Staff access suitable training that helps them support pupils in the classroom. On the whole, staff make effective adaptations that enable pupils to learn well.

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Inclusion Expected standard

Leaders ensure that any use of alternative provision is suitable and safe. They make decisions based on pupils’ needs and maintain close links with provisions to monitor pupils' progress effectively.

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Inclusion Expected standard

The school's strategy for supporting disadvantaged pupils is informed by research. Leaders have effective oversight of its impact and check that it is implemented well. This helps to remove any barriers that disadvantaged pupils face at school.

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Leadership and governance Expected standard

Leaders are highly ambitious. They have a good understanding of the school's strengths and the areas they need to improve. Trust leaders and those involved in governance have guided the school with great care through changes in leadership. The impact of these on pupils has been minimal because of leaders' strategic planning and sound decision-making. Leaders have implemented their priorities well. For example, changes to phonics teaching and the reading curriculum have resulted in pupils achieving increasingly well in reading.

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Leadership and governance Expected standard

Governors and trustees work collaboratively with leaders to secure ongoing development. Trustees fulfil their statutory responsibilities. For example, effective safeguarding is a priority.

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Needs attention

Governors assure themselves of the impact of leaders’ work by carrying out a range of checks. They provide appropriate support and challenge. There are robust systems in place to enable governors, trustees and leaders to share information. These help leaders at all levels to evaluate the impact of their work.

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Needs attention

Staff are proud to work at South Molton. They say that leaders care about them and their wellbeing. Leaders actively work to reduce workloads. The professional learning programme is carefully designed to ensure that staff have what they need to succeed in their roles. Staff at the beginning of their teaching career receive appropriate support and development. Opportunities for further training and professional collaboration are plentiful. These improve staff's classroom practice and enhance pupils' experiences at school.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development. They ensure that pupils' wellbeing sits at the heart of the school's work. Leaders understand the barriers that some pupils face and the gaps in their lived experiences. They put pastoral support in place for pupils and their families. This is highly effective. Staff know pupils well and respond quickly when they need help. As a result, pupils feel safe, valued and ready to learn.

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Personal development and wellbeing Expected standard

The curriculum for personal, social and health education builds pupils' knowledge over time. From the early years through to Year 6, it is carefully adapted to reflect the school’s context, values and wider curriculum themes. This is strengthened through meaningful links with other subjects, including environmental education and online safety. Pupils build a secure understanding of how to stay safe. They know what makes a healthy relationship. Pupils are developing their knowledge of other cultures and a range of religious beliefs.

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Personal development and wellbeing Expected standard

Pupils understand what fundamental British values are. They can describe how these relate to everyday life. For example, the work of the 'pupil ethos group' gives pupils a clear sense of the principles of democracy. Pupils are proud of their recent decision to purchase playground equipment. They enjoy litter picking to keep the school clean and tidy.

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Personal development and wellbeing Expected standard

Wider opportunities for pupils are well planned and inclusive. Older pupils enjoy organising playtime games for younger pupils. School prefects ‘meet and greet’ younger pupils every morning. This helps the school feel like a big family. Trips and activities give pupils experiences beyond the curriculum. For example, on ‘trade day’, professionals from a variety of careers speak about the skills required for their jobs. There are many opportunities for pupils to represent the school in sporting events. Leaders track participation carefully to ensure that all pupils benefit from these rich experiences.

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Achievement Needs attention

Pupils across the school make progress through the curriculum. However, this is not yet reflected in results in national tests at the end of Year 6, which are below average. Many pupils, including pupils with special educational needs and/or disabilities and disadvantaged pupils, have gaps in their basic knowledge, particularly in writing and number work. These hinder pupils' progress and mean they are not as ready as they could be for their next steps.

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Achievement Needs attention

In some areas, such as early reading, there has been notable progress. Leaders have revised the approach to teaching phonics so that more pupils meet the expected standard in the Year 1 phonics screening check.

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Achievement Needs attention

Pupils are starting to build secure learning over time. They generally recall key knowledge and skills effectively. For example, children in the early years use the sounds they learn to help them to write words, sentences and stories. Children are typically ready for the demands of Year 1.

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

This is an inclusive, welcoming school. The school’s values, 'ready, respectful and safe', support pupils in making good choices. Pupils enjoy breaktimes in the school's vast grounds. Pupils of various ages get along well together, for example, while drawing with chalk on the playground and playing ball games. Pupils feel safe and know how to keep themselves safe, for instance, during periods of hot weather.

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

Pupils behave well. From the moment they join the early years, children learn to share and respect one another. Pupils are proud to belong to the school, and they are keen to attend well. Incidents of bullying are rare. If they do happen, pupils know that staff will address them swiftly.

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

During lessons, pupils generally engage well with learning. They benefit from a broad and ambitious curriculum that helps them build secure knowledge and skills over time. Results in national tests at the end of Year 6 were below average last year. However, leaders' actions have led to improvements. Current pupils achieve increasingly well across the curriculum. Disadvantaged pupils, pupils with special educational needs and/or disabilities and those known or previously known to social care are supported well to make progress from their starting points. Pupils are enthusiastic, confident and capable readers. They benefit from a considerable focus on early reading.

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

Pupils appreciate the wide range of opportunities that support their personal development. They take part in clubs, trips and leadership roles. These nurture pupils' talents, enhance their learning and develop their character. Pupils with additional needs and vulnerabilities participate fully in school life. They receive effective support that helps them develop confidence, independence and positive relationships with those around them. All pupils understand the importance of respecting difference and treating others fairly. Pupils are well prepared for life beyond South Molton.

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Team inspectors:

Demelza Bolton, Ofsted Inspector Anna Mills, Ofsted Inspector

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Next steps

Leaders should ensure they continue to support staff in strengthening the teaching of foundational skills in writing and early number to ensure that more pupils achieve at least in line with the national average in writing and mathematics. Leaders should ensure that they support teachers to make precise and effective adaptations in the wider curriculum, including for disadvantaged pupils and those with special educational needs and/or disabilities, so that all pupils progress as well as possible.

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About this inspection

The school is part of The Harbour Schools Partnership Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gary Chown, and overseen by a board of trustees, chaired by Sean Mackney.

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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, trust leaders, senior leaders, staff and parents during the inspection. The lead inspector also spoke with representatives of the trust and of the local governing body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. It is in the Diocese of Exeter. Its last section 48 inspection was in February 2020.

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About this inspection

The school currently uses one alternative provision.

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About this inspection

Headteacher: Kate Harvey 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.

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About this inspection

The inspector(s) used this data during the full inspection on 23 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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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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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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average

2024/25 (final) 36% 47% Close to average

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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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national average

2024/25 (final) 57% 63% Close to average

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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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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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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

2024/25 (3 term) 6.0% 5.2% 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

2024/25 (3 term) 14.6% 13.0% 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

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 .

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Urgent improvement

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

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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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