Wolborough Church of England Nursery and Primary School

Primary School

Address: Union Street, Newton Abbot, Devon, TQ12 2JX Unique reference number (URN): 150060

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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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Early years Expected standard

Leaders have prioritised the early years to ensure that children make a secure start to their education. They have managed the expansion of the nursery provision to admit 2-year-olds effectively, ensuring that staff have developed the expertise needed to meet the needs of the youngest children. Leaders have drawn on support from specialists within the trust to strengthen practice.

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Early years Expected standard

The early years curriculum makes clear what children should learn across the seven areas of learning. It is designed appropriately for children’s age and stage of development. This helps staff identify what children need to learn next and those who may require additional support, including children who enter with lower starting points.

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Early years Expected standard

Warm and nurturing relationships across the Nursery and Reception classes help children to feel safe, secure and confident. Staff create an environment where children generally engage positively with learning and develop increasing independence. Learning activities are thoughtfully planned to build children’s understanding over time, and staff generally use interactions effectively to extend and deepen learning.

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Early years Expected standard

Staff ensure that children are supported well to develop their communication and language, early reading, writing and number knowledge appropriate to their stage of development. As a result, children are prepared well for the next stage of their education, including key stage 1.

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Inclusion Expected standard

Leaders have established an inclusive culture across the school. They know pupils and their families well. This enables leaders to identify quickly any additional needs or barriers pupils may have to learning. This starts when children begin in the early years and continues for those who join the school at other points in their education.

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Inclusion Expected standard

Leaders have developed staff expertise in supporting pupils with special educational needs and/or disabilities through regular training. This includes contributing to the local area partnership by engaging in local projects. Pupils’ learning plans generally identify the support they need. Staff review these plans regularly with parents and carers, and leaders adapt the provision where additional support is required to help these pupils to progress.

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Inclusion Expected standard

Leaders work with parents and external agencies to help pupils at home and at school. For example, professionals contribute to the school’s ‘Woolly Bear’ parent coffee mornings, such as to provide support for pupils’ communication and interaction needs.

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Inclusion Expected standard

Leaders use additional funding to support the needs of disadvantaged pupils, including helping them to achieve well in English and mathematics at the end of key stage 2. However, the attendance of disadvantaged pupils remains a concern. While leaders have introduced measures to address this, it is too soon to see the impact.

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Personal development and wellbeing Expected standard

Leaders have established a broad and inclusive personal development and wellbeing offer that goes beyond the academic. As a result, pupils learn to be respectful and kind members of their school community where they feel strongly that everybody should be included.

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Personal development and wellbeing Expected standard

Pupils attend a range of opportunities to develop their talents and interests, including sporting competitions, taking part in artistic projects and wider enrichment activities. Leaders track participation carefully to ensure that all pupils benefit from these opportunities. They are proactive in removing barriers to engagement and adapt the provision thoughtfully where needed. For example, leaders have created bespoke opportunities, such as a beach festival, to encourage participation among pupils who are less likely to engage in the school's wider offer. Leaders seek to raise pupils’ aspirations through initiatives such as careers week. The school plays an active role within the local community, including through participation in the annual pancake race.

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Personal development and wellbeing Expected standard

The personal, social, health education curriculum prepares pupils well for life beyond the school. For example, pupils understand how to maintain a healthy lifestyle, such as the importance of brushing their teeth regularly. They know how to keep themselves mentally healthy and value the pastoral support in place when they need it. Pupils have an age- appropriate understanding of the relationships and health education curriculum, including how their bodies will change associated with puberty. They also understand how to keep themselves safe online, including when using social media.

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Personal development and wellbeing Expected standard

Pupils have a lived experience of democracy to prepare them for life in modern Britain, such as voting for leadership positions. The work of the school council further develops this understanding, with pupils contributing meaningfully to decisions, including the selection of new playground equipment. Pupils learn about diversity and the importance of treating others with respect. However, their understanding of different faiths and cultures is not as well developed as it could be.

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Achievement Needs attention

In English and mathematics, pupils are generally prepared for their next stage of education at the end of key stage 2, with outcomes broadly in line with the national averages. This includes disadvantaged pupils, who typically achieve well alongside their peers nationally over time.

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Achievement Needs attention

However, how well pupils learn the wider curriculum is too variable. Leaders have identified weaknesses in these subjects and started to take steps to address these. However, this work is at an early stage. Consequently, pupils do not develop sufficient depth of knowledge across subjects, as reflected in their discussions and the work they produce.

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Achievement Needs attention

Leaders have rightly focused on the development of foundational knowledge, particularly in reading. This work is having a positive impact, with most pupils learning to read well. It builds effectively on the secure progress children make in the early years, including those who arrive with lower starting points. However, some pupils remain at the early stages of reading for too long, including some pupils in key stage 2.

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Attendance and behaviour Needs attention

Leaders recognise that overall attendance is too low and that the number of pupils who are persistently absent remains too high, particularly for disadvantaged pupils and for pupils with special educational needs and/or disabilities. They analyse attendance information carefully to provide targeted support for pupils and families where concerns around attendance arise. The school’s inclusive approach helps pupils to settle successfully into school life, including for those who have experienced difficulties with attendance at previous settings. Despite this work, attendance remains stubbornly below the national average. As a result, too many pupils miss important learning.

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Attendance and behaviour Needs attention

Leaders have established a clear and consistent approach to behaviour that is built on positive relationships between pupils and staff. Staff share high expectations and generally apply these well so that pupils are clear what is expected of them. This begins in the early years, where children learn routines quickly and develop positive attitudes to their learning, such as when sharing a story on the carpet together. Pupils across the school treat each other with kindness and respect. Bullying is rare and pupils are confident that any issues will be dealt with quickly.

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Curriculum and teaching Needs attention

The teaching of the curriculum is too variable across subjects. Leaders have not identified precisely the knowledge and skills pupils need to learn and revisit across all areas of the curriculum. As a result, in some subjects, staff are less clear about the most important learning that pupils should remember over time. This means that pupils do not build their knowledge securely and so their progress in these subjects is slowed.

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Curriculum and teaching Needs attention

Leaders have prioritised improvements in reading, writing and mathematics. In these subjects, pupils benefit from a coherently planned curriculum that builds learning progressively. For example, the structured approach to the teaching of handwriting helps pupils to develop accuracy and fluency in their writing. Staff identify and address difficulties early, ensuring pupils receive timely support with pencil grip, letter formation and presentation of work.

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Curriculum and teaching Needs attention

Leaders have supported staff to develop their expertise in identifying and supporting pupils’ gaps in knowledge. For example, in mathematics, staff use assessment information to pinpoint and address weaknesses in prior learning that may hinder pupils’ understanding of future learning. However, it is early days in some subjects. Assessment does not routinely inform adaptations to the curriculum. As a result, learning does not always build securely on what pupils already know and can do, including for pupils with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Leaders have a broad understanding of the strengths and weaknesses of the school. They have secured improvements in some areas, such as strengthening pupils’ learning in English and mathematics and successfully expanding the nursery provision age-range. However, some school improvement priorities are not addressed with sufficient urgency. Leaders’ monitoring and evaluation of improvement work lacks strategic oversight to ensure that actions lead to sustained improvements. This impacts how well pupils are learning across the curriculum as well as how well they attend.

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Leadership and governance Needs attention

The trust and those responsible for governance have an accurate understanding of the school’s effectiveness. They use this knowledge to provide appropriate support and challenge, helping to drive improvement. Trust leaders draw effectively on expertise from across the trust to strengthen provision, including in the early years and to support inclusion.

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Leadership and governance Needs attention

Staff are proud to work at the school and value being part of its community. They feel well supported by leaders for their workload and wellbeing and know that leaders will help them if they have any concerns. Staff value the training opportunities available to them to fulfil their roles, such as in helping them to meet the needs of pupils with special educational needs and/or disabilities.

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Leadership and governance Needs attention

Parents and carers are positive about the school. They value the care, support and encouragement their children receive and appreciate the inclusive ethos that leaders have established.

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

The school’s vision, ‘Let all that you do be done with love’, ensures that inclusion and support for pupils’ wellbeing is at the heart of the school. Leaders have created a culture in which warm and caring relationships help pupils to be successful and feel safe with adults they trust. Pupils are confident that adults will help quickly if they have any worries or concerns. This includes bullying that pupils say is rare and dealt with. Generally, the school is calm and orderly with pupils following the school’s expectations successfully. Most pupils enjoy coming to school. However, some pupils, including those that are disadvantaged or with special educational needs and/or disabilities (SEND), do not attend well enough.

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

Pupils approach their learning positively and want to do well. This begins in the early years where children get off to a positive start, including those attending the recently expanded nursery provision for two-year-olds. However, further up the school, there is too much variation in how well the curriculum is taught. As a result, some pupils, including pupils with SEND, do not develop the breadth and depth of knowledge needed to build securely on prior learning and be fully prepared for the next stage of education. Leaders have acted to address weaknesses in English and mathematics, such as strengthening staff expertise in the teaching of phonics. Nevertheless, in some other subjects, there is much more to do.

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

Pupils contribute positively to school life and value opportunities to take on responsibility. For example, play leaders support younger pupils to play cooperatively and try new activities during social times. Pupils also benefit from a range of wider experiences, including trips and residential visits, which enrich the curriculum and broaden their understanding of the world. Visits to museums, for instance, help pupils deepen their historical knowledge and bring their learning to life.

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Next steps

Leaders should ensure there is more rigour in their oversight and monitoring of school improvement priorities, evaluating the impact of actions taken to ensure that weaknesses are addressed swiftly and effectively. Leaders should ensure that across all subjects beyond mathematics and English, the most important knowledge pupils need to learn and revisit is clearly identified, enabling pupils to remember and apply their learning more securely over time. Leaders should develop staff expertise in adapting the curriculum to ensure that learning consistently builds on what pupils already know, so that pupils, including those with special educational needs and/or disabilities, make suitable progress from their individual starting points across subjects. Leaders need to continue their work on improving the attendance of all pupils and reducing the number of pupils who are persistently absent, including disadvantaged pupils

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Next steps

and pupils with special educational needs and/or disabilities.

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About this inspection

This school is part of Link 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 (CEO), Rachael Sharpe, and overseen by a board of trustees, chaired by Cheryl Mathieson.

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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 executive headteacher, other senior leaders, trust leaders and school staff during the inspection. The lead inspector met with the chair of the trust board and members of the local advisory committee.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, including free- text comments, and spoke to some parents. There were no responses to Ofsted’s staff or pupil survey.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

Paul Williams, His Majesty's Inspector Sarah Ryder, 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 22 September 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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212

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 January 2025.

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212

The school takes children from two-years-old in its nursery provision under the same registration.

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212

The school currently uses no alternative provision.

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212

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

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212

Executive Headteacher: Tracy Hoare Below average

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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) 63% 62% 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) 74% 75% 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) 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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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) 50% 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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average

2024/25 (final) 64% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 57% 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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average

2024/25 (final) 57% 61% Close to average

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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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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) 16.0% 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

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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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