Tipton St John Church of England Primary School

Tipton St John Church of England Primary School

Address: Tipton St John, Sidmouth, Devon, EX10 0AG Unique reference number (URN): 113438

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Attendance and behaviour Expected standard

The school prioritises attendance from the early years onwards. Pupils enjoy coming to school, which is reflected in high rates of attendance. For those few pupils who struggle to attend, school leaders work closely with parents, outside specialist agencies and the local authority to ensure appropriate support is in place. School leaders monitor rates of attendance weekly. This supports them to quickly identify any pupils whose attendance begins to decline.

p.2

Attendance and behaviour Expected standard

From the time children start school in the early years, staff have high expectations of how pupils should behave. Pupils rise to these expectations and as a result, generally behave well. When incidents of behaviour do occur, staff are quick to support all pupils and use these moments as learning opportunities. Pupils insist that bullying is not an issue that they worry about. They trust adults to deal with incidents fairly. For those pupils that need extra support with their behaviour, bespoke plans help ensure that all pupils learn to behave as well as they can and as a result to be successful in school.

p.2

Attendance and behaviour Expected standard

The school is calm and the majority of pupils are quick to settle down to work with few reminders from staff. During lunchtimes and playtimes, pupils of all ages play well with one another.

p.2

Early years Expected standard

School leaders have prioritised the early years. This means children have a positive start to school life. There are high expectations of what children can achieve in the early years. Learning to read is prioritised and there is rigour to the teaching of phonics. This is accompanied by children learning to write the letters of the sounds they learn. This means children build the skills they need to be ready for the demands of Year 1. Learning expectations are consistently reinforced, which supports children to behave well so that they can learn, from a young age.

p.2

Early years Expected standard

Children are introduced to key vocabulary that supports them to express their feelings and emotions as they encounter new experiences in school. This means children develop patience and learn to share from the time they start school.

p.2

Early years Expected standard

The early years staff model positive relationships to pupils and bring learning alive. They are on hand to support and engage children in learning through effective questioning that helps children to deepen their understanding. The curriculum is designed for children to build knowledge and skills in small steps. The wide range of activities throughout the continuous provision help children to develop their fine and gross motor skills.

p.2

Inclusion Expected standard

School leaders are quick to identify those pupils who need extra support. Across the school, staff ensure that pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged access the curriculum alongside their peers. The work pupils with SEND complete is generally adapted to reflect what they are able to do. When necessary, pupils are directly supported by staff. Where this is most effective, teachers and staff ensure learning activities build ambitiously on pupils' starting points. However, this is not always consistent across the school.

p.2

Inclusion Expected standard

Leaders use an effective approach to assess pupils’ needs and provide appropriate support for pupils with SEND. The school also seeks the support and input of parents and specialist external agencies. For those pupils who require it, individualised support plans set out personalised targets. Generally, these plans are appropriate. However, at times, some targets are too broad and not precise enough. This means that they are not always achievable within the time frame.

p.3

Inclusion Expected standard

Those pupils who are eligible to for pupil premium funding benefit from additional opportunities to support their emotional wellbeing. The school uses two unregistered alternative provisions. These provisions are well matched to the needs of the pupils.

p.3

Personal development and wellbeing Expected standard

Pupils benefit from a well sequenced curriculum for personal development and wellbeing. Regular assemblies and collective worship support pupils to develop a deep sense of spirituality. Pupils also develop an understanding of those whose lives and beliefs are different from their own. The wider curriculum helps pupils to learn about communities in different parts of the world, such as South America. This supports pupils to know that, while they live in a rural village, they are still part of a global community.

p.3

Personal development and wellbeing Expected standard

Pupils know the importance of maintaining a healthy lifestyle. They learn to keep themselves safe in the local community through lessons on road safety. Visits from the RNLI support them to understand the dangers of being near the water. Pupils also learn to keep themselves safe online. Pupils have an understanding of fundamental British values. They know the importance of treating others fairly and not tolerating discrimination. Pupils also understand the importance of contributing to society. They support those who are less fortunate through fundraising for local charities.

p.3

Personal development and wellbeing Expected standard

There are a number of opportunities for pupils to develop their talents and interests. Pupils participate in music and dance workshops before participating in regional dance festivals in Exeter. Outdoor learning, in the wooded school grounds, supports pupils to gain first hand scientific experiences of identifying different insects. This supports pupils to develop an understanding and respect of the environment.

p.3

Personal development and wellbeing Expected standard

Visits to outdoor education centres help pupils to learn new skills, such as climbing and abseiling. This helps pupils to build confidence and resilience. Leaders and staff make effective adaptations and adjustments so that pupils with special educational needs and/or disabilities benefit fully from all the school has to offer.

p.3

Achievement Needs attention

Although published outcomes have been variable, many pupils leave the school ready for the next stage of their education. Whilst there have been recent improvements in the achievement in reading and mathematics, too many pupils across the school have not secured the grammatical and age-appropriate spelling knowledge that they need to ensure they achieve as well as they could. Furthermore, teachers' expectations of handwriting and presentation are not always high enough, which has led to the quality of pupils’ work being too variable. These inconsistencies around foundational knowledge also impact on pupils with special educational needs and/or disabilities and those who are disadvantaged. As a result, these pupils do not always progress well enough from their starting points.

p.4

Achievement Needs attention

Pupils speak enthusiastically about their learning, particularly in the wider curriculum. Younger pupils confidently explain geographical concepts such as the poles, hemispheres, and the Arctic and Antarctic. Older pupils build on this knowledge, demonstrating a secure understanding of biomes and the climatic differences between them.

p.4

Curriculum and teaching Needs attention

School leaders have an accurate view of the curriculum and teaching and have redesigned the curriculum to focus more on deepening pupils knowledge of spellings, grammar and handwriting. However, the impact of these actions are in their infancy and too many pupils continue to have gaps in their foundational knowledge.

p.4

Curriculum and teaching Needs attention

The curriculum is suitable, well planned and teaching is generally effective. Leaders have ensured that there is a rigorous and robust focus on all pupils learning to read from the time they start school.

p.4

Curriculum and teaching Needs attention

While the school has established assessment systems in place, they are not always used effectively. In some subjects, pupils’ mistakes and misconceptions are not identified as swiftly as they should. Where teachers have assessed pupils’ work, there is not always the expectation for pupils to revisit their learning to improve and learn from previous misconceptions. This means that pupils continue in their learning with gaps in their knowledge. Furthermore, assessment does not always lead teachers to adapt learning to reflect what pupils know and can do. As a result, in some subjects, pupils develop gaps in their knowledge and are not supported appropriately. In addition, pupils who have secured their knowledge do not move onto more demanding work so they do not achieve what they are capable of.

p.4

Leadership and governance Needs attention

Leaders and governors understand the school’s strengths and the areas for development. However, leaders' improvement work is relatively recent and it is too early to see the impact on pupils' learning and achievement. Some pupils continue in their learning with gaps in their knowledge. Leaders have correctly identified the areas that need further improvement. Recent collaboration with schools outside of the Otter Valley Federation is supporting leaders and teachers to further improve their curriculum offer. Leaders act in the best interest of pupils.

p.4

Leadership and governance Needs attention

Governors are committed to the school and the community. They bring a diverse and rich skill set to the role of governance. Governors ensure the school fulfils its statutory duties. Although governors have a strategic overview of the school's work, they lack the educational expertise and knowledge to challenge and support school leaders effectively.

p.5

Leadership and governance Needs attention

Staff are proud and happy to work at the school. They know that leaders and governors take into account their workload and wellbeing when decisions are made. Staff benefit from and appreciate the wide range of professional development opportunities available to them.

p.5

Leadership and governance Needs attention

Many parents are highly supportive of the school. They appreciate the school’s ethos of kindness and support.

p.5

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

Every morning, pupils are warmly welcomed by committed staff who want the best for the pupils in their community. Pupils are kind and considerate to one another. They live out the school's values of ‘hope, empathy, achievement, reflection and thankfulness’. Pupils are safe and know if they are worried staff will support them.

p.5

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

School leaders are ambitious for what they want pupils to achieve. The recent focus on improving reading is reflected positively in published outcomes. However, school leaders understand that further work is necessary to ensure gaps in pupils’ foundational knowledge and the use of assessment are addressed. While they have made positive changes to address these issues, it is still too early to see the impact in pupils’ work. As a result, some pupils continue with gaps in their knowledge and do not achieve as well as they should.

p.5

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

Pupils enjoy coming to school. This is reflected in high rates of attendance. The behaviour of pupils is a strength of the school. Incidents of bullying are rare. Older pupils know they are role models to younger pupils. They appreciate their roles as play leaders, house captains and as ethos leaders. This supports pupils to build a sense of responsibility. Pupils also have the opportunity to visit local residential homes where they sing to residents. This supports pupils to build a sense of community.

p.5

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

Partnerships with local schools means that pupils, including pupils with special educational needs and/or disabilities can access a wider range of sporting opportunities. Pupils also benefit from links with schools in the Solomon Islands. This supports them to understand how changes in climate affects people in other parts of the world, providing pupils with a global understanding of the environment.

p.5

Next steps

Leaders should ensure that teachers use assessment consistently well across the curriculum to identify misconceptions and gaps in pupils’ knowledge, including foundational knowledge, and adapt teaching precisely so that all pupils build secure knowledge and achieve well. Leaders should ensure that all staff consistently uphold high expectations for pupils’ learning and progression through the curriculum so that all pupils achieve well. Leaders and governors should strengthen their processes to evaluate the impact of their work in order to provide effective challenge and support to leaders, and take swift action so that pupils achieve their full potential.

p.6

About this inspection

This school is part of the Otter Valley Federation.

p.6

About this inspection

The chair of the board of governors in this school is Sarah Walls.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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.

p.6

About this inspection

Inspectors spoke with the executive headteacher, headteacher, subject leaders, governors and the special educational needs and/or disabilities coordinator.

p.6

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.

p.6

About this inspection

The school has a governor led pre-school for three-year-olds.

p.6

About this inspection

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

p.6

About this inspection

This school is registered as having a Church of England character. The last section 48 inspection took place in March 2025.

p.6

About this inspection

The school makes use of two unregistered alternative provisions.

p.6

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

p.7

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.

p.7

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.8

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.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

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.

p.9

average

2023/24 (final) 56% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 78% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 67% 73% Close to average

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

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.

p.12

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

gap

‘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.

p.14

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.

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.15

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.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

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.

p.15

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 .

p.15

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 .

p.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15