Exning Primary School

Exning Primary School

Address: Oxford Street, Exning, Newmarket, Suffolk, CB8 7EW Unique reference number (URN): 151104

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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 Exceptional

Inclusion is woven into everything the school does. The school makes sure that every individual has their needs considered precisely and adaptations put in place as needed. Leaders and staff are highly knowledgeable about different special educational needs and/or disabilities (SEND). Leaders ensure that staff have the high levels of expertise needed to put in place a wide range of adaptations that enable pupils to succeed. This helps pupils to become increasingly independent and able to find help themselves. Leaders have identified important knowledge and skills that they target to help pupils who are working below their peers to catch up rapidly. This enables pupils with SEND who are working at a lower level to make excellent progress from their own starting points. This includes those pupils who are part of the special educational needs unit.

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Inclusion Exceptional

The school works closely with parents and carers, external agencies and other professionals. Leaders work highly effectively to overcome barriers to learning and/or wellbeing that pupils have both in school and at home. Parents and carers are highly positive about this support. This includes for pupils who are vulnerable in any other way. Leaders' use of the pupil premium funding is highly effective in enabling disadvantaged pupils to have the best teaching and access the extensive range of extra-curricular activities on offer.

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Inclusion Exceptional

As a result of the highly effective processes and support provided, the school overcomes barriers to pupils' learning and/or well being so that they can thrive and be successful academically and personally.

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Leadership and governance Exceptional

The shared vision and work of school leaders and those at trust level are of an exceptional quality. They have the very highest expectations, particularly about how the school should be an inclusive one where all pupils flourish. The trust has chosen to grow its primary provision slowly, learning from the excellent leadership at Exning, both in school and at governance level. Leaders have a very thoughtfully considered programme to develop staff expertise. This has resulted in staff becoming leaders in the trust and spreading this expertise to other schools, both in and beyond the trust.

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Leadership and governance Exceptional

Leaders at all levels, trustees and governors have a shared, deep understanding of what the school does well and what they want to do further to make all areas of provision beyond the norm. They share their good practice with other schools, both inside and outside of the trust. Leaders continually seek to ensure that pupils are receiving the very best provision. Leaders are not complacent. They challenge and refine existing successful practice if evidence suggests there is an even better approach.

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Leadership and governance Exceptional

The trust has brought further skill and oversight to the school, for example in safeguarding and resource management. This has enabled school leaders to focus even more closely on what they know matters most: the pupils. Trustees ensure statutory duties are met to a high standard.

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Strong standard

Staff are very happy working in the school. They have their wellbeing looked after and know that leaders are considerate of workload. Parents and carers are highly positive about the school and the difference that it makes for their children.

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Achievement Strong standard

Pupils achieve very well. At the end of Year 6, the proportion achieving the standards expected for their age in reading, writing and mathematics is typically above the national average. Pupils with special educational needs and/or disabilities make excellent progress from their own starting points. They regularly go from the earliest stages of learning to being able to access the same learning as their peers. This all means that pupils are well prepared for either the next year group or to move on to secondary school. Pupils in the special educational needs unit also make great progress. They are able to concentrate and join in group activities.

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Achievement Strong standard

Children in Reception rapidly learn to read and write, setting them up well to become fluent and confident readers and writers as they progress through the school. They achieve well in the Year 1 phonics screening check. The school ensures that all pupils access a broad and balanced curriculum. As a result of excellent teaching, pupils have comprehensive recall of what they have been taught.

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Attendance and behaviour Strong standard

Leaders work extremely closely with parents and carers to support families so that pupils have good attendance. This has resulted in attendance being above national averages. Pupils with special needs and/or disabilities or who are disadvantaged have attendance above similar groups nationally. As with all aspects of the school's work, there is a highly individualised approach to raising attendance for those who struggle to attend regularly. This includes for the pupils in the special educational needs unit. For example, pupils are given a specific job on arrival so that they have responsibilities and develop confidence and self- esteem. Leaders check in directly and frequently with families of pupils who are at risk of not having good attendance.

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Attendance and behaviour Strong standard

Pupils' behaviour is excellent. They have high levels of self-discipline and enthusiasm for their learning. Pupils are extremely supportive of their peers and genuinely celebrate each other's achievements and work. They work hard even when what they are learning is difficult. Bullying is extremely rare, but when it does occur, parents and carers value the effectiveness of leaders' actions in following it through. The school is an environment where discrimination is simply not accepted. Pupils are welcoming and friendly to new arrivals. The peer mediators have been well trained to help resolve other pupils' minor disagreements at breaktimes.

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Curriculum and teaching Strong standard

Leaders at all levels, including governors and trustees, have an in-depth understanding of the quality of their curriculum. They know it is appropriately challenging but highly engaging for pupils to learn. Leaders continue to adapt provision to further improve. The core foundations of reading, writing and mathematics are of high importance, right from the start of Reception. Where pupils have any areas that need further development, staff identify and target these precisely to help pupils catch up.

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Curriculum and teaching Strong standard

Teaching across the school is precise and clear. Teachers have excellent subject knowledge, which helps them explain tricky concepts well. Teachers make extensive use of modelling strategies and good examples of writing. They emphasise use of correct vocabulary. Pupils use sentence starters to help them explain their reasoning. The school makes extensive use of technology, for example using green screen video, to help bring pupils' own poetry to life. Pupils regularly use dictation software and other online tools to help record their work. However, pupils do not become overly dependent on this and are taught the basics of handwriting well. Teachers adapt lessons well so that everyone can access learning at their own stage and at the right level of challenge. They do this particularly well and consistently for pupils with special educational needs and/or disabilities.

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Early years Strong standard

Leaders at all levels are knowledgeable about the importance of their early years provision. It provides children with a flying start to their education and they achieve well. Children learn and respond to the high expectations of behaviour. This means they are kind and supportive of others. Children play together very sensibly and choose to incorporate writing into this play.

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Early years Strong standard

Teaching is of a high standard, resulting in children who have excellent knowledge of what they have been taught. This includes early phonics. Children enjoy sharing books together and become confident in doing so, for example retelling a familiar book to the whole class.

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Early years Strong standard

Children with special educational needs and/or disabilities have their needs met precisely. They make excellent progress over their time in Reception.

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Early years Strong standard

Children's wellbeing and care are very well supported. Children are encouraged to be healthy. For example, they regularly stop their play to have a drink of water in warm weather. They all know it is important to wear a hat to protect them from the sun. Relationships with parents and carers are very positive. Children like sharing their work with their parents. For example, a child independently uploaded a photo of a robot they had made so that their father could see it.

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Personal development and wellbeing Strong standard

A comprehensive programme of personal, social and health education is in place, supplemented by topics covered in discussion and assemblies. Pupils develop a detailed knowledge of what they learn about and demonstrate the impact of this through their superb behaviour. Pupils become highly confident and independent from a very early stage. Leaders track individuals' experiences in school in detail to ensure that all their pastoral and academic needs are met, including those pupils who are vulnerable. This means that they can put in place additional group activities focused on mental health and wellbeing where needed.

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Personal development and wellbeing Strong standard

There is an incredibly wide range of opportunities available to pupils beyond the core curriculum. Clubs range from 'zen club' to harvesting honey as part of Bee club. Pupils take part in many sports and competitions. They have presented their work at both county and national level. There is an early focus on career awareness, working with the trust's sixth forms. Pupils have visited different colleges, and students have come into school to work with them, for example on 'upcycling' fashion. Pupils take part in a wide range of theatre and dance opportunities, writing 'tiny plays' performed by professional actors at a town theatre and engaging in online lessons on dance from the Royal Opera House. This all results in pupils having a wide range of experiences that enhance their understanding of culture and prepare them well for life in modern Britain.

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Personal development and wellbeing Strong standard

There are many different ways that pupils can have leadership roles. This starts from Reception, where children act as 'tech support' by helping each other upload their work to the online portal. Year 4 pupils help the youngest children at lunchtime as 'bistro buddies'. Pupils demonstrate an understanding of democracy through nominating and electing their school council class representatives.

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Personal development and wellbeing Strong standard

Pupils learn how to stay safe and recognise risks. They have excellent knowledge of how to keep themselves safe, both out and about and when they are online.

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

Pupils at this school thrive and flourish, both academically and socially. They form a close community, where they celebrate each other's successes. They are highly supportive of peers. Pupils who attend 'The Hive', the school's special educational needs unit, are fully part of the school, including taking on leadership responsibilities such as being part of the 'chicken crew'. At playtimes, pupils of all ages play happily together, and the oldest choose to organise activities for the youngest children.

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

Pupils achieve well. They are enthusiastic about their learning. They engage in lively debate in class, respecting each other's opinions. They are very well prepared for secondary school, with many pupils achieving the standards expected in reading, writing and mathematics by the end of Year 6. Staff in the school are experts in supporting pupils with special educational needs and/or disabilities (SEND). They use their skills to make subtle adaptations, which enable pupils with SEND to access the same learning as others and make rapid progress.

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

Pupils have excellent relationships with the staff. Pupils' academic progress and participation in extra-curricular activities are tracked in meticulous detail so that every pupil experiences the best for them as an individual. There is a wide range of experiences for pupils beyond the core curriculum. Pupils have particularly strong skills in using technology to support their learning and have shared this at national events. Pupils' behaviour is impeccable. The expectations are clear from the start of Reception. Pupils follow these, working hard. They are polite, welcoming and kind. They feel safe. On the rare occasions when any negative behaviour, including bullying, occurs, pupils are absolutely sure that the adults will sort this out. Pupils acting as peer mediators help resolve most disagreements before an adult needs to be involved. Pupils have excellent attendance.

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Next steps

Leaders should ensure they continue to evaluate and refine all aspects of the school's work to sustain the highest standards of teaching and learning and the school's wider provision.

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About this inspection

This school is part of the Eastern Education Group Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Dr Nikos Savvas, and overseen by a board of trustees, chaired by Elton D'Souza. The leadership of the school is overseen by the director of schools, James Clark.

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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

Inspection activities: Inspectors spoke with school leaders, trustees, members of the Primary Educational Excellence committee, a local authority officer, staff, parents and carers and pupils during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The special educational needs unit provides support for pupils with moderate learning difficulties and a range of other needs, including speech, language and communication needs and autism. It is for up to 12 pupils in the Reception Year or key stage 1.

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About this inspection

The current headteacher and the current director of schools for the trust were co- headteachers until shortly before this inspection. The school joined the multi-academy trust in September 2024.

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About this inspection

The school runs its own before-school, after-school and holiday clubs.

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Team inspectors:

Susan Sutton, Ofsted Inspector Tim Leah, 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.

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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?

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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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average

2024/25 (final) 81% 74% 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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average

2024/25 (final) 56% 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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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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average

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

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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) 4.7% 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) 10.1% 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

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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 .

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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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