Bridestowe Primary SchoolOfsted report card, 6 Oct 2026

Bridestowe Primary School

Address: Bridestowe, Okehampton, Devon, EX20 4EL Unique reference number (URN): 145331

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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

Children in the Reception Class get off to an impressive start to their education. Staff have designed the learning environment in the Reception Class, known as the Owlets, to be inclusive and meet the needs of the children. Consequently, all benefit from a provision that impacts positively on their learning and development. For example, learning activities are set up to target children’s physical development. This includes a standing desk for mark making to increase core strength and playdough to strengthen fingers which children know will help them become better writers.

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Early years Strong standard

Children quickly learn rules and routines. They follow these with minimal reminders. This increases their time practising and consolidating what they are learning. Staff strike a successful balance between adult-led and child-initiated learning and development. As a result, children grow in their curiosity, creativity and problem-solving skills. Children express their views clearly and articulately, with an understanding of how their actions and words impact on others.

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Early years Strong standard

Staff, working alongside leaders, ensure that the learning environment supports communication and interaction. Children use ambitious language and vocabulary. This is expected and encouraged by staff. Children interact well with each other, turn taking and problem solving. They also practise and consolidate their learning and development independently, persevering with tasks to achieve a sense of success. Children talk knowledgeably about what, but also how, they are learning because staff model this with them.

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Early years Strong standard

Over time children are very well prepared for Year 1, attaining above average levels of development in early years outcomes and in phonics. They flourish as a result of consistent and precise provision, as well as swift and accurate identification of any additional needs or barriers that may have. Parents and carers praise the communication about, and their welcomed involvement in, their child’s early education.

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Achievement Expected standard

Pupils typically achieve appropriate standards in their learning over time. There is a trend of improving standards in published outcomes across reading, writing and mathematics for most pupils. Although some outcomes, particularly those in mathematics, are not at national levels, leaders closely analyse individual pupils’ achievements. This is leading to improvements year on year. The school's small cohorts of pupils mean that overall data is not as reliable as leaders’ understanding at an individual pupil level.

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Achievement Expected standard

Leaders have focused on supporting staff to adapt teaching to support pupils to achieve expected standards and depth in learning. In some areas, this is not as accurate as it needs to be. However, for pupils with special educational needs and/or disabilities, leaders have ensured that targeted support is typically closing gaps in learning.

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Achievement Expected standard

Pupils’ work in books across the wider curriculum demonstrates a breadth of knowledge. Pupils can recall their prior learning and make links across subjects. While pupils enthuse about their learning beyond English and mathematics, for some this lacks depth and detail.

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Attendance and behaviour Expected standard

Most pupils attend highly. They want to be in school and have a firm sense of belonging. Where pupils do not attend highly, leaders take sensitive, but also appropriately challenging, action. Expectations for high attendance are established from the early years. This ensures that pupils, as well as their families, understand the importance of high attendance and the impact absence has on their education. In support of this, families are kept up to date about their child’s attendance. Leaders track attendance, at an individual, level with rigour. This ensures that they quickly make a difference in the rare instances of poor attendance. The work to sustain positive attendance is supported well by the wider trust and staff understanding the importance of their role in ensuring pupils want to be in school.

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Attendance and behaviour Expected standard

Pupils conduct themselves positively across the school. Leaders have high expectations of pupils’ behaviour for learning and outside the classroom. Pupils respond positively when they are reminded of these high expectations. The school’s approach to behaviour is well- understood by pupils who feel it is fair and makes the impact needed. Pupils understand the need for adaptations to the behaviour approach for some pupils. Leaders make these adaptations successfully. The foundations for the school’s expectations of conduct are established well in the early years. In social times, pupils play well together. They do not have concerns about unkind or discriminatory behaviour because they show care and nurture across the ages.

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Curriculum and teaching Expected standard

Leaders have constructed an ambitious, well-sequenced curriculum. It typically gives pupils the knowledge that they need for their next steps. Teachers have the sufficient subject knowledge to teach the curriculum. On the whole, this leads to effective teaching and learning across the curriculum. Leaders are aware of the need to increase consistently secure practice in the teaching and learning of the curriculum to impact fully on pupils’ depth of learning.

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Curriculum and teaching Expected standard

Pupils secure the important knowledge that they need in English with increasing success. Phonics is taught precisely. This leads to positive outcomes in reading, as well as a love of reading across the school. Leaders are developing the mathematics curriculum so it is as successful as it is in English. Pupils recall and draw on prior learning to help them build knowledge that develops their wider understanding and expands their vocabulary. For instance, pupils had a firm understanding of chronology through the history curriculum. Teachers regularly check to identify gaps in pupils’ foundational knowledge. Staff generally adapt teaching appropriately. For example, they break learning into manageable chunks or equip pupils with effective strategies to overcome barriers to learning. However, at times, adaptations are not as successful as they could be, due to lack of consistency, precision and accuracy.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and how well it is taught. This is because they take effective action to check on the decisions they make to bring about improvements. This provides leaders with the information needed to strengthen the curriculum, particularly in mathematics, in order to increase the success of pupils’ learning and the outcomes they achieve.

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Inclusion Expected standard

Inclusion is clearly evident through leaders’ work and the culture of the school. Staff have a detailed and in-depth knowledge of pupils. As a result, they identify any special education needs and/or disability (SEND), or other barriers to learning and development, quickly. They spot changing and emerging needs swiftly. Leaders ensure that appropriate support is put in place to help pupils learn successfully. A range of adaptations and support are used appropriately and include use of resources and visual aids, seating positions, movement breaks and adult support. Support that is secured through pupil premium funding, or through the personal education plans for pupils in care, makes a positive impact for eligible pupils. It is used well, for example, to close gaps in learning and reduce absence.

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Inclusion Expected standard

Classrooms and other learning spaces are set up to be fully inclusive, meeting the needs of all in how they are designed. This is particularly effective in the Reception Class. Well- considered professional learning opportunities ensure that staff across the school, have the necessary expertise to adapt teaching to meet needs, address barriers to learning and provide appropriate support. Leaders make effective use of external advice and support to increase the difference they can make to the experiences of pupils with SEND or other barriers to learning and development. Pupils, staff, parents and carers speak positively about the inclusive and nurturing ethos of the school. Parents are included in the decision- making around their child’s education through regular meetings and communication with leaders and staff.

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Leadership and governance Expected standard

Leaders at all levels know and understand the school well. They have an accurate view of the school strengths and areas requiring further development. They gain this through regular quality assurance and checking on the actions they have taken. They recognise the need to build on the effective provision that is in place and embed greater consistency, precision and accuracy in teaching and learning across the school. They know that this is what is required to increase pupils’ depth of learning and increasingly positive outcomes. Leaders have also secured the trust and confidence of the staff as a whole to create a positive school community for all to be part of.

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Leadership and governance Expected standard

Governance is effective and purposeful. The trust is in the process developing an appropriate local governance hub. In the interim, they have ensured that they meet their statutory duties and demonstrate a secure understanding of the school’s context, community and inclusive ethos.

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Leadership and governance Expected standard

Parents, carers, staff and pupils hold highly positive views of the school and the standard of education it provides. Staff are committed to the continued development of the school. They value the wider trust support, vision and values. Staff describe leaders as approachable, clear and responsive. Leaders support staff well in their development and listen to what they need to be successful practitioners. It means the professional learning programme targets both school and individual priorities to make the best impact on pupils’ education.

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Personal development and wellbeing Expected standard

Leaders have developed a full and effective personal development offer. This has been achieved through the planned personal, social and health education (PSHE) curriculum, the wider curriculum, trips, extra-curricular clubs, residentials and pupil leadership. The personal development offer is adapted to the school’s rural context. It includes attention to risks online, road and farm safety, while also broadening pupils’ knowledge and understanding of life beyond their immediate community. For example, pupils take part in residential visits to cities to increase their awareness of diversity within modern society.

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Personal development and wellbeing Expected standard

Pupil leadership is meaningful and valued. School council members understand that their role reflects democracy in school. They can explain how previous councillors had improved lunchtime provision through the introduction of scooters and bikes. The council includes pupils from all ages of the school who bring different experiences, including disadvantaged pupils. This helps ensure a range of pupil views shapes school life. Ambassadors are selected to be positive role models for younger pupils and take on leadership responsibilities across the school. These opportunities develop pupils’ confidence, responsibility and sense of belonging. It equips them well for their next stage in education.

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Personal development and wellbeing Expected standard

Pupils can explain the meaning of consent, understand why some differences are protected by law and link fundamental British values to the school’s own vision and values. Pupils appreciate the wider opportunities they have, including links with other schools in the trust, clubs and visits to places of interest. They recognise how these help them learn beyond the classroom. Pupils’ depth of knowledge is less secure in some aspects of their PSHE learning. However, they have a breadth of knowledge on which to build this on. Leaders track pupils’ involvement in wider opportunities. They remove barriers so pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, can take part. Overall, pupils benefit from a broad and inclusive personal development offer.

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

Pupils at Bridestowe Primary School are proud of their school being a kind and welcoming place to learn. They have a firm understanding of what makes their school inclusive and enjoy celebrating this with visitors. Pupils wholeheartedly agree with the view of one of their peers who said, ‘I like it here. The community is amazing. Different people come here and we treat them all the same.’

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

Pupils are prepared well for the demands of secondary school. Their academic outcomes are improving. The curriculum now in place provides pupils with important foundational knowledge in English and mathematics, with reading being a real success. Pupils enjoy their learning across the wider curriculum, particularly in history and art. They enjoy school and want to attend. Pupils conduct themselves with respect and consideration for others, across the school. This begins in the early years. Pupils do not have concerns about the behaviour of their peers. They are clear that there is no bullying at the school. Pupils are realistic about how some can struggle with their emotions but they trust staff to address this. This helps pupils to feel safe and appreciate that people need different strategies and support to be successful.

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

Pupils, including those with special educational needs and/or disabilities, have opportunities to have a say in their education and school development. Pupils take on responsibilities such as ambassadors, school councillors and lead lunchtime clubs. Older pupils enact the positive relationships with younger pupils that staff model to them. For example, the reading shed is well used during play times by younger pupils listening to older pupils read to them and share books with them.

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

Pupils benefit from the wide range of experiences the school affords them, such as church visits, school clubs, productions and residential trips. The school makes use of links with other schools in the trust to extend pupils’ social skills and friendships. These opportunities broaden their awareness of the world around them and helps prepare them for their next step in education. Bridestowe pupils become well-rounded, vibrant and confident individuals.

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Next steps

Leaders should strengthen how well the curriculum is taught, and how successful pupils are in their learning, so this is as consistently strong as the most effective and embedded practice in place across the school. Leaders should increase the precision and accuracy with which gaps in learning are identified and addressed to enable more pupils to develop a greater depth of knowledge and security in their learning, as well as higher outcomes, across the curriculum. Leaders should continue their work to strengthen the mathematics curriculum so that it is fully embedded and leads to increasing numbers of pupils securing the mathematical knowledge they need for their next stage in education and achieve standards in line with their peers nationally at end of key stage 2.

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About this inspection

This school is part of Dartmoor Multi-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), Rachel Shaw, and overseen by a board of trustees, chaired by Jessica Hardie.

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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 6 October to 7 October 2026.

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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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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 6 October 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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School capacity

Inspectors spoke with the headteacher, the special educational needs co-ordinator, the trust's director of school improvement for primary, staff, pupils, parents and carers during the inspection. In addition, the lead inspector met with the trust's CEO, the chair and the vice chair of the board of trustees.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school currently uses no alternative provision.

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School capacity

The school has undergone a significant change since the last inspection. The trust and the school have new leadership in place. The number of pupils with special educational needs and/or disabilities and other barriers to learning or development on the school roll has increased.

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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) 62% 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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(provisional)

2023/24 (final) 80% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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(provisional)

2024/25 (final) 77% 74% Close to average

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(provisional)

2023/24 (final) 60% 73% Below 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

2024/25 (3 term) 4.8% 5.2% Close to average

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Persistent absence

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

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national average

2025/26 (1 term) 13.3% 14.4% 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

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