Mount Wise Community Primary School

Mount Wise Community Primary School

Address: James Street, Devonport, Plymouth, Devon, PL1 4LA Unique reference number (URN): 145656

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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 Strong standard

The early years provision is a real strength of the school. Leaders have invested in high- quality staffing and strong leadership support across the phase. This means children from the age of 2 years receive a consistent, nurturing and ambitious start to their education.

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Early years Strong standard

Children settle quickly into welcoming, language-rich environments where adults know them and their families well. Staff prioritise the early skills of reading, writing and number. Staff use assessment effectively to understand children's needs and interests. Adults skilfully extend children's thinking through play, conversation and carefully chosen activities. Children with special educational needs and/or disabilities receive well-coordinated support, ensuring they can succeed alongside their peers.

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Early years Strong standard

The indoor and outdoor environments provide rich opportunities for exploration and independence. Vocabulary is woven throughout the provision. Adults consistently develop children's language through purposeful interactions. Children are engaged, confident learners. Leaders have thoughtfully extended opportunities for play-based learning into Year 1, helping pupils make a smooth transition and continue to develop as independent learners.

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Early years Strong standard

Children achieve well from often low starting points. While overall outcomes are broadly in line with national figures, they reflect the significant gains children make in communication, language and wider development.

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Attendance and behaviour Expected standard

Pupils enjoy coming to school. They feel a sense of belonging and benefit from a welcoming environment. Leaders are ambitious in their drive to improve attendance. They know their families well and understand the barriers that many face. Leaders go to great lengths to ensure attendance is as high as possible. They work closely with families and external agencies to help pupils attend regularly. Some pupils face complex circumstances. However, leaders continue to refine their strategies, monitor attendance closely and pursue every available avenue of support. Additional trust resources have strengthened this work. This is beginning to have a positive impact on a number of pupils.

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Attendance and behaviour Expected standard

Leaders have improved behaviour over time through a consistent focus on positive relationships and high expectations. On the whole, behaviour across the school is calm, incidents are reducing, and pupils are increasingly able to regulate their behaviour and engage positively in school life. Staff support pupils to reflect, repair relationships and make a positive fresh start each day. Leaders provide highly personalised support for pupils with the most complex needs, working closely with families and external professionals. They analyse behaviour information carefully, respond quickly to emerging patterns and adapt provision accordingly.

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Curriculum and teaching Expected standard

Leaders have successfully established clear systems and consistent approaches to teaching across the school. As a result, pupils benefit from an effective and increasingly consistent learning experience. Staff place a clear emphasis on developing pupils' reading, writing and mathematical knowledge while also ensuring they build and retain knowledge across the wider curriculum.

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Curriculum and teaching Expected standard

Pupils learn to read and enjoy texts from the earliest stages of their education. Adults model language accurately and reinforce vocabulary effectively. Across the school, adults quickly address errors in pencil grip, letter formation and presentation, helping pupils develop positive habits. In English, teachers use well-sequenced learning and high-quality examples to support pupils' writing. In mathematics, teachers demonstrate secure subject knowledge and break learning into manageable steps, enabling pupils to build understanding and confidence. Learning environments and carefully selected resources support pupils to recall prior learning and apply new knowledge successfully.

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Curriculum and teaching Expected standard

Teachers typically use assessment effectively during lessons, using questioning, observation and immediate feedback to address errors and move learning forward. However, for some pupils, the use of assessment could be sharpened to identify those who are ready to move on more quickly, ensuring that they receive appropriate challenge and achieve as highly as possible.

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Inclusion Expected standard

The school provides a calm, welcoming environment where pupils can thrive. Leaders and staff know pupils and families well. Many pupils face challenges that can affect their learning, attendance or wellbeing. Leaders accurately identify pupils' needs and design tailored support plans. Their commitment to providing the right support at the right time helps pupils feel safe, included and ready to learn.

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Inclusion Expected standard

Staff use these plans and adapt learning with increasing consistency and confidence. Pupils receive adapted learning activities to meet a wide range of special educational needs and/or disabilities. Additional funding is used well to reduce barriers and ensure that pupils participate fully in school life and make progress from their starting points. Throughout the school, pupils work purposefully and benefit from trusted adults who understand their individual needs. Carefully designed spaces, including breakout areas and sensory provision, help pupils manage their emotions and remain engaged in learning.

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Inclusion Expected standard

Leaders monitor pupils' progress and regularly review the impact of support to ensure it remains effective. They work closely with families, external agencies and other professionals to secure appropriate support and provision. This joined-up approach helps reduce barriers to learning and wellbeing, ensuring pupils and families receive timely support.

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Leadership and governance Expected standard

Leaders have created a welcoming and aspirational environment where pupils, including the most vulnerable, feel valued and want to be. High expectations, positive relationships and continuous improvement underpin the school's culture. Leaders understand pupils' needs and experiences, enabling them to address priorities effectively. They remain committed to providing every pupil with the opportunities and support needed to flourish.

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Leadership and governance Expected standard

The school is well presented, with ongoing improvements to the outdoor environment, reflecting leaders' commitment to providing the best possible experience for every pupil and creating a source of pride for the local families. Leaders work closely with community partners and open the grounds to local groups, reinforcing their ambition for the school to sit at the heart of the community.

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Leadership and governance Expected standard

Staff benefit from effective professional development that enhances subject knowledge and classroom practice. Leaders promote staff wellbeing effectively, contributing to high morale.

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Leadership and governance Expected standard

Significant trust support and a clear vision for sustainable improvement has helped to strengthen provision across the school. Governors and trustees know the school well, hold leaders to account and use their expertise to enhance opportunities for pupils. Together, leaders are committed to securing the best possible outcomes for pupils.

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Personal development and wellbeing Expected standard

Leaders deliver a broad and increasingly ambitious programme that reflects curriculum requirements and the local community. They adapt learning to meet pupils' needs and respond to local issues, including bereavement and community safety, helping pupils understand risks such as knife crime. Visits from the Police Community Support Team reinforce important safety messages.

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Personal development and wellbeing Expected standard

Leaders teach pupils how to stay safe and healthy. Pupils learn about healthy lifestyles, positive relationships, mental health and British values. Given the school's coastal location, leaders place a clear emphasis on sea and water safety through work with the RNLI and activities at Mount Batten Centre and the Horizon sailing project. Year 5 pupils also take part in projects that introduce future careers and broaden their aspirations.

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Personal development and wellbeing Expected standard

Enrichment opportunities broaden pupils' experiences and raise aspirations. Leaders ensure that pupils regularly access opportunities beyond their immediate community, including local history walks and educational visits to places such as The Box Museum and Market Hall. Pupils also take part in STEM activities, theatre visits and author events.

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Personal development and wellbeing Expected standard

Leaders actively promote respect, equality and understanding of different cultures. Visitors and workshops help pupils learn about the diverse communities that make up modern Britain. Pupils meet local Members of Parliament, helping them develop their understanding of democracy and citizenship.

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Personal development and wellbeing Expected standard

Residential visits and outdoor learning help pupils develop resilience and independence. Year 6 pupils attend a week-long residential that gives them the opportunity to experience rural life in contrast to their urban setting. They care for animals, prepare meals, work collaboratively and develop valuable life skills.

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Personal development and wellbeing Expected standard

Leaders foster a strong sense of community responsibility. Pupils support charitable causes, take part in local projects and participate in community events and performances. Leaders

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Needs attention

carefully track participation in clubs and enrichment activities and provide them free of charge so that all pupils can take part.

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Achievement Needs attention

Outcomes in Key Stage 2 national assessments have been below national average in recent years. However, they are improving. Leaders have established a positive culture and embedded greater consistency in assessment and classroom practice. These improvements are creating the conditions for sustained improvement in pupils' achievement.

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Achievement Needs attention

Outcomes in early reading and the Year 4 multiplication test have been more positive over time, reflecting leaders' sustained focus on ensuring children get off to a positive start.

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Achievement Needs attention

Pupils' books reflect the high expectations leaders have established across the curriculum. Pupils take pride in their work, and teachers reinforce key reading, writing and mathematical knowledge and skills effectively across a range of subjects.

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Achievement Needs attention

Pupils demonstrate appropriate retention of knowledge across the wider curriculum. Older pupils are able to recall prior learning in more depth and make links between topics. This reflects leaders' emphasis on revisiting and building knowledge over time.

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

This school is a place where pupils feel safe, valued and cared for. It provides a calm, consistent and nurturing environment where pupils know what to expect, can build positive relationships and develop the confidence to flourish. They know that adults listen to them and will support them to be successful.

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

Many children begin their educational journey in the school's nursery from the age of 2. The nursery provides a welcoming and highly nurturing environment where children quickly feel settled and ready to learn. High-quality provision, combined with expert support, ensures that children receive the very best start to their education. Leaders are a visible presence around the whole school, they know pupils well and this contributes to the sense of community that pupils value.

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

Pupils know that adults understand them well and take the time to recognise their interests and individual needs. Pupils receive effective support, particularly those with special educational needs and/or disabilities or those who face challenges that may affect their learning or wellbeing. When difficulties arise, pupils benefit from the school's close work with families and external agencies, ensuring that they receive the right help at the right time to overcome barriers to learning.

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

Pupils enjoy coming to school and approach learning positively. They understand what is expected of them. Classrooms are focused and inviting. Pupils are increasingly achieving

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Team inspectors:

Mark Burgess, Ofsted Inspector Tom Page, Ofsted Inspector well. The school plays an important role in pupils' lives, helping them to see the possibilities ahead of them and to develop the confidence to pursue their ambitions. Through this commitment, pupils benefit from a school that works tirelessly to provide the best possible opportunities, broaden horizons and prepare them well for their next steps.

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Next steps

Leaders should continue to strengthen the consistency of teaching and learning across the school so that all pupils, especially those in key stage 2, build, retain and apply knowledge securely over time, resulting in the best possible outcomes. Leaders should continue to drive and refine their attendance strategies to further improve attendance rates. They should maintain their relentless focus on attendance, ensuring that systems, support and interventions become increasingly effective in securing the highest possible rates of attendance for all pupils.

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About this inspection

This school is part of Learning Academies 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), Ciara Moran, and overseen by a board of trustees, chaired by Debbie Taylor.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

Inspectors spoke with the headteacher, the assistant head teachers, the special educational needs and/or disabilities coordinator, the early years lead and the deputy CEO.

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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 also, under the same registration, runs an on-site nursery for children from 2 years old.

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About this inspection

The school currently makes use of one alternative provision, Bespoke Care and Support Services, that is unregistered.

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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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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. National average: 26.5%

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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

2022/23 (final) 52% 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

2023/24 (final) 70% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2022/23 (final) 72% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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) 42% 47% Close to average

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average

2023/24 (final) 52% 46% Close to average

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average

2022/23 (final) 50% 44% 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) 58% 63% Close to average

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average

2023/24 (final) 72% 62% Close to average

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average

2022/23 (final) 56% 60% 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) 64% 58% Close to average

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average

2022/23 (final) 63% 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) 52% 59% Close to average

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average

2022/23 (final) 50% 59% 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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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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