Rockbeare Church of England Primary School and Pre-SchoolOfsted report card, 29 Sept 2026

and Pre-School

Address: Rockbeare, Exeter, Devon, EX5 2EQ Unique reference number (URN): 145252

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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

Pupils are prepared increasingly well for the academic demands of secondary school. They achieve standards, in reading, writing and mathematics combined that compare well to their peers nationally. Pupils' understanding of phonics typically helps them to develop their early reading skills and become fluent readers. Generally, pupils become confident in their use of number. Published data does not reflect the school’s positive impact on pupils’ achievement. This is due to the number of pupils that start at different points in their primary education. Where the school has less time with pupils, as a result of when they joined, they prioritise appropriate actions to prepare them well for future learning. On the whole, pupils receive the support they need to address gaps in their learning. Pupils with special educational needs and/or disabilities and disadvantaged pupils make secure progress from their starting points.

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Achievement Expected standard

While pupils secure the knowledge they need in different subjects, they are not successful in achieving a greater depth of knowledge in their learning. This is true both across published outcomes and more widely. Leaders are focusing their school improvement work to address consistency and greater precision across the curriculum. Where this is secure, pupils reap the benefits.

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Attendance and behaviour Expected standard

Pupils attend school highly. Pupils want to be in school. They enjoy being part of the nurturing school community. Leaders work with pupils, parents and carers to address patterns in absence patterns with sensitivity. The adjustments and adaptations made are appropriate and make a difference to pupils’ attendance. Leaders listen to pupils’ voice to help them understand what the barriers to attendance are. They respond to this successfully. It enables them to sustain above national average attendance and low persistent absence over time.

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Attendance and behaviour Expected standard

Pupils behave well throughout the school day. They support and encourage each other with care and understanding of individuality. Leaders have established a behaviour curriculum that is well understood by staff and pupils. Pupils say it is fair. Staff adhere to it with care and consistency. They make careful and appropriate adaptations as needed. Pupils typically benefit from being able to learn without disruption. They know the approach which acknowledges and rewards them for their positive conduct and that there is a stepped approach to consequences, which is rarely needed. The school is typically calm and orderly during lessons and at breaktimes. Pupils use a variety of equipment safely on the playground. On the whole, they know the rules for safe play. Pupils recognise that while there can be some unkind words spoken, this was not a pattern of bullying. Pupils have confidence to report any concerns to staff.

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Curriculum and teaching Expected standard

Leaders have designed an effective curriculum which is appropriate for the changing cohorts and context of the school. It sets out the important knowledge that pupils need and revisits this to enable pupils to become secure in their learning over time. This proves successful for the pupils who join the school at different points in their primary education. It is also supportive for those pupils who have special educational needs and/or disabilities or face other barriers to learning. Pupils recall their knowledge across the wider curriculum well. However, there is some inconsistency in how the curriculum is taught. This can lessen the effectiveness of the curriculum for some pupils and how well they learn. It impacts on the depth of knowledge that pupils gain. However, leaders know this. They have identified ways to address this in their school improvement planning.

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Curriculum and teaching Expected standard

Leaders have prioritised reading, writing and mathematics. Typically, pupils develop the foundations they need for future learning. Leaders have strengthened the mathematics curriculum. Pupils demonstrate the impact of this in their lessons, for example through their increasing number fluency and reasoning skills. Pupils have age-appropriate opportunities to write creatively and at length. However, staff are not consistent and precise enough in how they tackle errors and model accuracy in basic writing skills such as spelling, grammar and punctuation. Consequently, errors can persist over time in pupils’ writing across the curriculum.

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Early years Expected standard

Children in the early years are gaining a firm foundation for their future learning and development. They settle quickly, and respond positively, to routines and expectations. This is as a result of the warm relationships that staff build with them. Leaders prioritise children’s communication and language, physical development and their personal, social and emotional development. Staff model this well during high-quality interactions, for example during 'play projects'. These are regular opportunities for children to practise and consolidate their learning and development. Play projects also increase children's curiosity, independence and resilience. Children engage in creative role play where they practise ambitious vocabulary linked to mathematics and their understanding of the world around them. The design of the early years environment supports children’s learning with notable success.

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Early years Expected standard

There is a clear progression in development and learning from the 3-year-old children in Nursery, the Acorns, through to the 4- and 5-year-old children in Reception, the Pine Class. Staff know children well. They target their interactions and questions with precision, care and nurture. Staff identify children’s needs quickly, helping every child make a positive start to school, where they can thrive as they move into Year 1 and beyond. Leaders ensure that all welfare requirements are met.

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Early years Expected standard

Staff build positive relationships with parents and carers. Parents are encouraged to take an active part in their child’s learning and development. This comes through daily communication, as well as workshops to explore how and what their child is learning.

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Inclusion Expected standard

Rockbeare is an inclusive school. Pupil numbers have grown considerably since the last inspection. Leaders have successfully ensured that the school continues to welcome and make a positive difference to pupils, no matter what their individual needs or barriers to learning or development may be. Leaders work appropriately with external agencies to provide the right support for pupils.

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Inclusion Expected standard

Leaders involve parents and carers in their child’s education. This begins with gusto in the early years. It supports staff to get to know pupils well. This enables them to swiftly identify pupils’ barriers to learning or development. On the whole, staff, physical resources and strategies are used well to adapt provision in a way that helps pupils to learn successfully. Leaders routinely check that the support provided for pupils with special educational needs and/or disabilities is effective.

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Inclusion Expected standard

Leaders ensure that additional funding, such as the pupil premium, is targeted accurately to address gaps in learning and development. There is a clear, well-understood focus on what the most vulnerable pupils need so that they can thrive alongside their peers. For example, leaders ensure that possible barriers to extra-curricular activities are addressed. As a result, all pupils take a full part in school life.

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Leadership and governance Expected standard

Leaders understand the school’s context well. They have steered the school through a period of significant growth and change, maintaining secure standards across the school’s provision. Leaders make decisions and take action in the best interests of pupils. They regularly find opportunity to capture the voice of pupils to ensure they are making a positive difference to their time in school. Leaders have a clear, accurate and ambitious vision for the school’s next stage of development. They know that the focus needs to be on greater consistency and precision across curriculum and teaching, to increase pupils’ depth of knowledge and further improve outcomes.

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Leadership and governance Expected standard

The governance hub and trustees fulfil the roles expected of them. Those responsible for governance and school improvement work closely with school leaders. They do so with appropriate support and challenge, to maintain a detailed understanding of the school. Leaders make sure that professional learning underpins the school improvement priorities and responds to the school’s changing context. Staff appreciate the range of training opportunities and support that come from the wider trust, as well as from external partners.

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Leadership and governance Expected standard

Staff feel proud to work at the school. They value the leadership through the growth and change in the school and the respect and consideration for their workload and wellbeing. Parents and carers are typically positive in their view of the school. They especially value the dedication from staff to make their child’s experience of school positive and memorable.

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Personal development and wellbeing Expected standard

Leaders have designed a thorough and varied programme to support pupils' wider development. This includes an effective personal, social and health education (PSHE) curriculum. This is strengthened by the wide range of experiences that help pupils to become responsible, respectful and confident individuals. This begins at the earliest opportunity with children in the early years. They are encouraged to grow their personal, social and emotional skills with great success. Through PSHE, pupils learn how to build positive relationships, understand healthy lifestyles and look after their physical and mental health. Pupils understand the opportunities and risks of being online, as well as when they are out and about in their local area. This is underpinned by the school’s vision and values. It is increased further by experiences which enhance the academic curriculum, such as outdoor learning and strong links with the church

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Personal development and wellbeing Expected standard

Pupils develop an understanding of different religions, democracy and fairness. This helps them to appreciate that people may have different experiences and viewpoints, something they practice in debate club and in their positive interactions with others. Pupils develop an understanding of the difference between right and wrong and important concepts such as the rule of law. Pupils do talk confidently about these areas, but some lack a deeper understanding of these aspects of modern society.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils benefit from impactful pastoral support. This develops self- awareness and knowledge of the importance of, and opportunity to, speak out if something causes them concern. Leaders closely track pupils’ engagement in wider opportunities. This ensures that they can make the necessary adaptations for all pupils to have equitable experiences. This full personal development provision ensures that pupils, no matter how long they are at the school, are equipped for life beyond Rockbeare.

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

Pupils are proud of their school. The school vision of ‘Dream big and fly high’ is known well. It reminds pupils how to aspire to be the best they can be. This begins with the youngest children in the early years. Pupils are increasingly securing academic outcomes, alongside their personal, social and emotional development, which equip them for the demands of secondary school.

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

Pupils have many trusted staff who they know care about them. This makes them feel safe. Pupils embody the school's 'CARE' values. They can explain how they link to their daily lives. Many pupils show these kind and considerate behaviours towards others. On the rare occasion that unkind behaviour takes place, pupils are quick to report it so that staff can help them to resolve the issue. Pupils are clear about the expectations for their behaviour. 'STAR' walking, contributing and listening helps pupils to understand how to reach these expectations.

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

Pupils enjoy representing their house teams in competitions. They take on leadership roles to help make the school a better place. For example, the school council are excited to help to design the new play equipment. Older pupils act as positive role models for younger pupils through the buddy programme and in the nurture that they replicate from staff relationships with them. Pupils are enthusiastic about the school's charity fundraising events and community links. Pupil voice is gathered regularly and makes a difference across the school. Pupils know that speaking up and helping others is part of being a good citizen.

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

Pupils have a wide range of opportunities to develop their talents and interests. School productions and outdoor learning are highlights. There are a variety of extra-curricular clubs which are well attended, including by more vulnerable pupils. Local trips, such as to a power station and on the train, help to bring the curriculum to life and widen pupils’ experiences of the wider world around them.

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Next steps

Leaders should strengthen the impact of the curriculum, across all subjects and phases, so that pupils are encouraged to extend and increase what they know, enabling them to secure a greater depth of knowledge and understanding in their learning. Leaders should ensure that they increase the accuracy and precision with which staff impact on pupils’ basic skills in writing, strengthening pupils’ handwriting and use of spelling, grammar and punctuation in particular, in all curriculum subjects. Leaders should ensure that staff have the skills and expertise that they need to teach the curriculum consistently in line with leaders’ intent and high expectations, in order to impact, with greater success, on how well pupils achieve.

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About this inspection

This school is part of First Federation 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), Paul Walker, and overseen by a board of trustees, chaired by Alex Walmsley.

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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

This inspection took place from 29 to 30 September 2026.

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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 head of school, the assistant head of school, the special educational needs coordinator, a range or trust leaders, staff, pupils, parents and carers during the inspection. In addition, the lead inspector spoke with the trust's CEO and chair of trustees as well as representatives from the governance hub, including the chair of the hub.

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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. Where relevant, add as a separate sentence: It is in the Diocese of Exeter. Its last section 48 inspection was 12 February 2025.

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About this inspection

The school currently makes use of one unregistered alternative provision (AP). An inspector spoke with representatives of this AP during the inspection.

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About this inspection

The school also, under the same registration, runs a nursery provision for children from 3 years old.

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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 29 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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120

Well below average The school has undergone a significant change since the last inspection. The number of pupils on roll has increased. There are currently 152 pupils on roll. The school's published admission number, PAN, for each year group has increased to 20. This has led to a notable change in the school's context, which is not reflected in the published information in the report card. The number of pupils who have special educational needs and/or disabilities and disadvantaged pupils on the school roll has increased significantly. This is as a result of its increased PAN. This has subsequently led to an increase in staffing and some building work to increase classroom spaces. The school is currently in the middle of making 2 classrooms ready for the 2 classes who are currently learning in the hall space.

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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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(provisional)

2024/25 (final) 57% 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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national average

2024/25 (final) 79% 75% Close to average

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national average

2023/24 (final) 69% 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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(provisional)

2024/25 (final) 79% 72% Close to average

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(provisional)

2023/24 (final) 77% 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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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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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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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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(provisional)

‘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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(provisional)

The Key Stage 2 data we used for this inspection has not yet been published; therefore, we have not provided it alongside this school's report card. ‘R’ in the table indicates that the data is not yet available. We will update the table when the Department for Education publishes the data for the latest academic year.

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(provisional)

‘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

2023/24 (3 term) 5.3% 5.5% 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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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

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