Exbourne Church of England Primary School

Exbourne Church of England Primary School

Address: Exbourne, Okehampton, Devon, EX20 3SQ Unique reference number (URN): 145339

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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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Inclusion Strong standard

Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) thrive at this school. Regardless of any barriers to learning that pupils may have, school leaders and staff are highly ambitious for what pupils can achieve. This is reflected in the work pupils complete and the progress they make from their starting points.

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Inclusion Strong standard

The trust’s experienced SEND team complements the school and staff knowledge of the pupils. This breadth of experience ensures that any barriers to learning are quickly identified. When necessary, pupils have support plans with individualised targets which are regularly monitored to check for impact. Furthermore, staff are skilled at balancing direct support for pupils with SEND with adaptations to teaching so that pupils with SEND successfully learn the same curriculum as their peers.

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Inclusion Strong standard

Leaders ensure that disadvantaged pupils get the support they need. For example, the school’s support for pupils’ mental wellbeing, as well as personalised academic support, ensures that disadvantaged pupils participate in all activities. The additional support that disadvantaged pupils receive enables them to attend well and to achieve as well as their peers academically.

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Achievement Expected standard

Pupils achieve well and are ready for the next stage of their education. This is reflected in published outcomes which are generally in line with the national average. Pupils with special educational needs and/or disabilities and those who are disadvantaged, progress securely from their starting points. They achieve well.

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Achievement Expected standard

Learning to read is a strength of the school. Over time all pupils consistently pass their Year 1 phonics screening check. Pupils use their secure phonics knowledge and reading strategies to read fluently. Leaders’ focus on ensuring pupils have the foundational knowledge they need supports pupils to achieve well. This is also reflected in the quality of work that pupils produce.

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Achievement Expected standard

While the curriculum is broad and rich in knowledge, some pupils do not remember the key knowledge they have been taught. This means that sometimes pupils are not able to communicate clearly what they have learned or link learning across subjects.

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Attendance and behaviour Expected standard

Pupils attend well. Rates of attendance are either in line with or above the national average. New school leaders have set high expectations for attendance. They have communicated the importance of regular school attendance. Staff have developed positive relationships with families to understand their needs. Regular monitoring of attendance supports leaders to quickly spot any decline in attendance and provide support when necessary.

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Attendance and behaviour Expected standard

The school has high expectations of how pupils should behave and pupils rise to these expectations. Pupils’ positive behaviour is based on mutually respectful relationships between staff and pupils. These reflect the school’s motto, ‘with faith, we flourish and learn’. Across the school, pupils are consistently polite and kind to one another. Pupils of all ages play well together at social times.

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Attendance and behaviour Expected standard

Incidents of serious behaviour are rare. Pupils say bullying does not occur at this school. Classes are generally calm and, in most lessons, pupils are quick to focus on their learning. In the core subjects, there are opportunities for pupils to build skills to learn independently. However, across the wider curriculum, learning activities do not consistently provide pupils with sufficient challenge or opportunities to develop resilience.

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Curriculum and teaching Expected standard

School and trust leaders have an accurate and informed view of the curriculum. Recent changes, based on analysis of the needs of the pupils, has led to the introduction of a new and knowledge rich curriculum. There is also a renewed focus on improving handwriting and spelling across the school.

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Curriculum and teaching Expected standard

The curriculum is generally well designed. Within the teaching of reading, writing and mathematics there is a precision in what teachers want pupils to know and remember. In these subjects teaching is effective and pupils achieve well. Teaching is adapted to meet pupils' needs so that pupils with special educational needs and/or disabilities, and those who are disadvantaged, learn the same curriculum as their peers.

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Curriculum and teaching Expected standard

While the wider curriculum is appropriate, the school has not precisely identified the key knowledge that pupils should know and remember. This means that sometimes teachers are not able to support pupils to link new knowledge to what they have learned before. Therefore, while pupils learn a breadth of knowledge, they do not always remember important information to support them to build on previous learning. This also means that some activities that pupils complete are not well matched to support pupils to be independent and achieve as well as they should.

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Leadership and governance Expected standard

School and trust leaders have a clear understanding of the school’s strengths and areas for development. They are committed to ensuring that all decisions are made in the best interests of pupils. They have built close and meaningful relationships with parents and carers, and the local community. This helps school leaders to have a deep understanding of the needs of the pupils in this small rural village school.

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Leadership and governance Expected standard

School and trust leaders are continually reviewing the provision for pupils to check for its effectiveness. This has led to leaders ensuring there is a renewed focus on foundational knowledge as well as implementing a new and knowledge rich wider curriculum. Trustees have an in-depth and granular understanding of the school and its pupils. They are committed to ensuring that staff are supported, the needs of pupils are met, while maintaining a focus on high standards for all.

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Leadership and governance Expected standard

Staff are highly positive about working at the school. They explain how they work as a team with a shared vision to support and teach the pupils of this community. Staff say that school leaders consistently consider their workload and wellbeing when decisions are made. Staff also value the wide range of professional development on offer. This includes working with colleagues from across the trust as a means of sharing best practice.

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Leadership and governance Expected standard

Parents are highly supportive of the school and the staff. They value the close relationships staff have with pupils and say their children thrive at this school.

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Personal development and wellbeing Expected standard

The school’s smaller size has not stopped it from providing its pupils with a wide range of opportunities to support pupils' personal development and wellbeing. Cultural visits to cities such as London, Bath and Bristol support pupils to understand what is on offer beyond their immediate community. This also helps pupils to be well prepared for life in modern Britain. The school proudly celebrates and embraces village life and its rural setting. For example, pupils enjoy singing to local residents in the carol concert.

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Personal development and wellbeing Expected standard

Pupils build a secure understanding of protected characteristics. They are keenly aware that everyone should be treated fairly and with respect. Pupils know about the importance of fundamental British values and what they mean to them personally. Through the school council, pupils have the opportunity to experience democracy in action.

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Personal development and wellbeing Expected standard

The school prepares pupils well for transition to secondary school. Residential visits with other trust schools, beginning in Year 4 and continuing into Year 6, help pupils build friendships and develop confidence. As a result, pupils have well developed friendship circles and feel well prepared to move from a small primary school to a larger secondary setting.

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Personal development and wellbeing Expected standard

Pupils also benefit from the range of clubs on offer. Pupils learn to stay safe online and in the local community. Pupils know not to share information online with people they do not know. They also learn road safety to support them in their local area.

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Personal development and wellbeing Expected standard

Older pupils take on leadership roles, including lunchtime and play leaders, which help them develop responsibility. However, opportunities for pupils to build resilience and independence through meaningful roles across the school are limited.

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

Pupils are proud to be part of a warm and welcoming school where inclusion sits at its heart. Pupils at this small rural school benefit from positive and meaningful relationships with staff, who are ambitious for their achievement and success. Those pupils with special educational needs and/or disabilities and those who are disadvantaged, receive a high level of carefully tailored support, which allows them to thrive. Pupils enjoy coming to school and attend well. Each morning, staff warmly welcome pupils before they quickly settle into their work. Pupils are fully prepared for the next stages in learning.

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

Pupils feel safe and well cared for. They say that everyone is kind and thoughtful at the school. Classrooms are calm and pupils consistently behave well. Pupils also agree that bullying doesn’t happen but know adults would be relied upon to listen to them and deal with their concerns. At playtimes, pupils of different ages play together harmoniously. Pupils also benefit from a wide range of activities that support them to be physically healthy.

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

Pupils enjoy learning and lessons. The atmosphere in classrooms is purposeful and focussed. Pupils also value the opportunities and experiences that take them out of the classrooms. For example, they talk enthusiastically about their recent whole school water sports day where they enjoyed activities such as kayaking and raft building. This supports pupils to develop confidence and learn new skills. Whereas trips to Exeter Cathedral, by train, support pupils’ cultural and spiritual understanding, as well as gaining new experiences.

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Next steps

Leaders should ensure that the curriculum is designed to support pupils’ recall of key knowledge across all subjects, including the provision for personal development and wellbeing, enabling them to remember more and make stronger connections within the curriculum over time. Leaders should further strengthen opportunities for pupils to develop independence and resilience, make decisions about their learning and take on meaningful responsibilities across school life.

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About this inspection

This school is part of the Dartmoor Multi 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, Rachel Shaw, and overseen by a board of trustees, chaired by Jesica Ann Harding.

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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 headteacher, lead teacher, director of school improvement, subject leaders and the special educational needs and/or disabilities coordinator team.

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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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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 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?

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

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What does this mean?

This school is registered as having a Church of England character. The last section 48 inspection took place in February 2024.

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What does this mean?

The school does not currently make use of any alternative provisions.

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What does this mean?

Headteacher: Sarah Counter 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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average

2022/23 (final) 75% 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

2022/23 (final) 67% 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

‘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

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

2024/25 (3 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% 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) 14.3% 13.0% Close to average

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national average

2022/23 (3 term) 14.9% 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.

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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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