Lympstone Church of England Primary School

Lympstone Church of England Primary School

Address: School Hill, Lympstone, Exmouth, Devon, EX8 5JY Unique reference number (URN): 113358

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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

On the whole, pupils achieve well, particularly in reading. They leave the school well prepared for the secondary phase due to the detailed knowledge that they build across many subjects. Pupils often produce high-quality work, which reflects secure learning. Historically, pupils have not learned their multiplication tables reliably. However, this has been given greater priority recently, and improvements have begun to show.

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Achievement Expected standard

Pupils' achievement in national tests is sometimes affected when they have only spent a short time at the school due to changing military placements. These pupils do not get the full benefit of the school’s curriculum over time. Nonetheless, they make progress when considering their varied starting points. This is equally true for pupils with special educational needs and/or disabilities and disadvantaged pupils.

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Attendance and behaviour Expected standard

Leaders promote high levels of attendance successfully. They analyse attendance information regularly to identify any trends or emerging concerns. Where needed, leaders intervene swiftly. They work closely with families, external agencies and staff to remove barriers to attendance, providing appropriate support and challenge to families as appropriate. The school’s overall attendance is above the national average, and the attendance of disadvantaged pupils is improving.

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Attendance and behaviour Expected standard

Pupils understand the school's ‘golden rules’, rewards and consequences. They see these being applied equally for everyone. Typically, pupils learn and play together well. This creates a purposeful and safe atmosphere. Incidents of bullying are rare and dealt with quickly and effectively. Many pupils develop positive attitudes to their learning that shine through in their behaviour and in their work.

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Attendance and behaviour Expected standard

In some parts of the school, routines and high expectations, while broadly in place, are not communicated clearly enough to have the impact that leaders intend from the moment that children and pupils arrive and throughout the day. Where this happens, the interest and attention of some children and pupils can drift, reducing their chances of achieving the best possible outcomes over time.

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Curriculum and teaching Expected standard

Pupils follow a well-planned and stimulating curriculum in each subject. They enjoy many opportunities to communicate their learning in creative ways. Leaders identify the right priorities to improve the quality of the curriculum and the impact of teaching over time. For example, they have trained staff to adapt teaching so that all pupils, including those with special educational needs and/or disabilities, avoid being overwhelmed and build their understanding of difficult concepts step-by-step.

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Curriculum and teaching Expected standard

The school identifies any gaps in pupils’ speech and language development early. There is a sharp focus on this, and targeted support is provided where appropriate. Phonics teaching is consistently effective. The early reading programme is adapted so that pupils with significant barriers to their learning can succeed, even if it may take longer for them to read confidently. The checks made on pupils’ learning in phonics are regular and precise. Leaders are extending this approach into mathematics so that any gaps in pupils’ knowledge can be addressed in a more focused way.

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Curriculum and teaching Expected standard

At times, the work given to some pupils is not as well matched to their starting points as it could be. There is more to do across the curriculum and for children in the early years to ensure that teaching is consistently informed by an accurate understanding of what pupils already know and can do.

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Early years Expected standard

Leaders have a clear vision for the school’s early years provision. The curriculum is carefully designed to encourage children’s progress. Leaders are sharply focused on personal, social and emotional development so that the children become increasingly independent in a safe and happy environment. Staff foster positive relationships with families and the local pre- schools. As such, they know the children when they arrive and adapt the curriculum to reflect their starting points.

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Early years Expected standard

The quality of interactions between staff and children is often high. Well-timed questions help to extend children’s vocabulary and deepen their understanding. Children with special educational needs and/or disabilities and other barriers to learning have their needs identified quickly and support provided. The school has a track record of children achieving well in Reception Year. Typically, children go on to do well in their Year 1 phonics check.

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Early years Expected standard

Although there are some effective routines in place to help children to develop skills of self- care and important learning behaviours, there are times when the children become unfocused because expectations have not been established well enough over time. This makes it difficult for staff to check that each child is building on their learning successfully and respond by adapting the activity if this is not the case.

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Inclusion Expected standard

Leaders and staff identify pupils’ needs quickly and accurately. They have embedded a range of inclusive teaching approaches across the school. They have strengthened the support for pupils with special educational needs and/or disabilities and are monitoring the impact of this with increasing precision. Leaders have recognised that there is a need to evaluate the impact of the school’s provision for disadvantaged pupils more closely and have started to do this. These developments need to be in place for longer before the full impact can be seen. Nonetheless, pupils with additional needs and barriers to their learning generally receive the support that they need to attend school regularly and achieve.

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Inclusion Expected standard

Vulnerable pupils and those with additional needs benefit from a caring school culture, where their wellbeing, safety and personal development are given the highest priority. The high-quality support provided to pupils whose families are in military service is a strength. For example, leaders have responded to a need within this community for mental health support. Through their work with the Mental Health in Schools Team, leaders ensure that a wide range of pupils, as well as service children, benefit from specialist mental health support where there is a need.

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Leadership and governance Expected standard

In the past year, there have been significant changes to the arrangements for leadership and governance at the school. New leadership has brought decisive action to drive improvements. The biggest gains have been in the implementation of greater support for pupils with barriers to their learning and in the renewed emphasis on securing important mathematical knowledge. With the support of the federation, leaders have strengthened the systems in place to evaluate the impact of the curriculum. For example, checks on pupils’ learning over time are more robust. Regular subject reviews are used to identify areas for development, and these are actioned. Leaders recognise that there is a need to extend these rigorous approaches to other aspects of the school's work, for example, by analysing the impact of their work to improve outcomes for disadvantaged pupils and strengthening their strategic oversight of the enrichment offer.

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Leadership and governance Expected standard

Governors know the school and its unique context well. They check that the school is meeting its statutory duties. Local governors play a key role in fostering positive relationships between parents and staff. Service families are represented on the governing body as well as among staff, which helps to ensure that pupils with military families can thrive within the wider school community.

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Leadership and governance Expected standard

Leaders consistently show themselves to be open and receptive to challenge. They actively seek the input of the local authority and diocese to inform their school improvement activities. The federation encourages staff to make connections with other schools and get involved in expert networks such as with the local hub for mathematics. Staff value these opportunities for collaboration and coaching. They describe a highly supportive leadership culture in which their wellbeing has a high priority.

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Personal development and wellbeing Expected standard

Leaders provide a programme of teaching that covers a wide range of topics to support pupils’ personal development. The design of the curriculum is ambitious. Teaching is carefully adapted to ensure that pupils with barriers to their learning have the support that they need to learn how to keep themselves safe. This includes thinking about healthy relationships, as well as how to be safe online and when around open water. The breadth and detail of the knowledge that pupils gain through this programme is clear. For example, pupils understand why democracy is one of our fundamental British values. They can relate their experiences of voting in school to national developments, such as plans to reduce the voting age.

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Personal development and wellbeing Expected standard

The school’s warm but focused approach to pastoral care supports pupils’ self-knowledge and resilience. Pupils learn to look after their own mental health and wellbeing. Leaders listen to families and design the support that they offer around their needs. This might include mental health and emotional support for groups and/or individuals or help with getting pupils into school where this is a struggle. Many pupils develop their confidence and interests by taking on leadership roles and participating in extra-curricular clubs and enrichment activities. There are opportunities to perform on stage each year through school productions and events, reflecting the school’s religious character. Older pupils take on important responsibilities on the school council through climate club and as mental health ambassadors. The school plays a central role in village life, with pupils involved all year round in activities linked to the local navy base, the

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Personal development and wellbeing Expected standard

church and the garden club. Although the school’s wider offer is extensive, leaders’ oversight is too generalised to ensure that pupils with barriers to their learning participate and benefit fully.

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

Pupils value the way that teachers make learning interesting and get them involved. They deepen their knowledge of important topics during ‘Wow weeks’. For example, by learning about Anne Frank’s story, pupils develop their understanding of European history, including the experiences of Jewish families. Pupils show empathy for others and tolerant attitudes. They reflect on different scenarios where bullying and unkindness might happen in their own lives. These behaviours are very rarely seen in the school.

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

The school works closely with the nearby pre-school to make sure that children feel settled and are well understood as they begin their Reception Year. Children learn to read very successfully. After this flying start, pupils continue to develop their reading skills, with many achieving high standards before moving on to secondary school. Increasingly, pupils achieve well in mathematics too, as the school learns from its success in reading and applies a similar approach.

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

A third of pupils have a parent in military service. Relationships between the school and organisations working out of the local navy base are long-standing. For example, the school celebrates ‘Purple Up’ day, recognising the resilience and successes of pupils from service families. Over time, the school has developed considerable expertise in supporting pupils who may only attend for one or two years. No time is wasted in addressing any gaps in their knowledge, giving them the best chance of being ready for their next step.

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

The school helps families to get the help that they need, so that each pupil can grow up in a safe and happy environment. Many pupils receive support with their mental health and emotions from specialists. Staff receive training from healthcare professionals to support the care they can provide. Adaptations to the school day and to teaching help pupils to attend school regularly and do well.

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Next steps

Leaders should continue to develop approaches to assessment so that teaching is consistently informed by a precise understanding of pupils’ starting points, including any insecurities in their understanding.

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Team inspectors:

Tracy Hannon, Ofsted Inspector Claire Bunting, Ofsted Inspector

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Facts and figures used on inspection

Leaders should ensure that children and pupils consistently benefit from clear routines and expectations so that, over time, they develop the self-discipline and dedication that they will need to secure the best possible outcomes. Leaders should increase the rigour with which they evaluate the impact of their work to ensure that all pupils benefit fully from the inclusive practices and enriching opportunities that the school provides.

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About this inspection

The chair of the board of governors in this school is Christopher Dack. The school is part of the Devon Moors Federation. Alison Mackey leads the federation as an executive headteacher.

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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, the executive headteacher, 3 members of the governing body of the Devon Moors Federation, and representatives of the local authority and Diocese of Exeter 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

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 May 2019.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The headteacher and executive headteacher of the federation were appointed in September 2025.

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About this inspection

Headteacher: Hayley Reynolds 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 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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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) 56% 62% Close to average

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average

2023/24 (final) 57% 61% Close to average

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average

2022/23 (final) 54% 60% 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) 80% 75% Close to average

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average

2022/23 (final) 71% 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

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

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average

2023/24 (final) 67% 72% 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) 68% 74% Close to average

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average

2023/24 (final) 76% 73% Close to average

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average

2022/23 (final) 75% 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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average

2023/24 (final) 33% 46% 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

2023/24 (final) 67% 62% 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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average

2023/24 (final) 50% 58% 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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average

2023/24 (final) 67% 59% Close to average

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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) 4.5% 5.2% Close to average

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national average

2022/23 (3 term) 6.6% 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

2023/24 (3 term) 13.0% 14.6% 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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