|Name||Bovey Tracey Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||12 February 2019|
|Address||Abbey Road, Bovey Tracey, Newton Abbot, Devon, TQ13 9HZ|
|Religious Character||Does not apply|
|Number of Pupils||288 (53% boys 47% girls)|
|Number of Pupils per Teacher||23.6|
|Percentage Free School Meals||13.5%|
|Percentage English is Not First Language||1.4%|
|Pupils with SEN Support||9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Bovey Tracey Primary School is an average-sized primary school. The proportion of pupils eligible for pupil premium funding is lower than the national average. The proportion of pupils with education, health and care plans is higher than the national average. The proportion of pupils who require SEN support is lower than the national average. Pupil mobility is higher than the national average and is increasing over time.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have been slow to tackle weaknesses in teaching and learning. As a result, some poor teaching persists, which slows pupils’ progress. Middle leadership roles and responsibilities are not clearly defined or understood. Some middle leaders lack confidence, especially in leading special educational needs and/or disabilities (SEND). As a result, the progress of pupils with SEND is too inconsistent. Leaders do not evaluate pupils’ depth of learning across the curriculum carefully enough. As a result, pupils’ experience of a full range of subjects is limited. Disadvantaged pupils’ outcomes have not been improved through effective use of the pupil premium. Teachers do not make effective use of assessment in key stage 2. As a result, pupils’ work is not consistently matched to pupils’ needs. This sometimes prevents them from building on prior knowledge, especially in writing and mathematics. Too many pupils in key stage 2 make insufficient progress. Too few pupils reach the expected standard in mathematics. However, recent work in pupils’ workbooks shows that most pupils, including the most able disadvantaged, are starting to catch up. Teachers’ expectations are not consistently high enough. This results in middle-ability pupils not reaching the standards they are capable of. The school has the following strengths Leaders’, including governors’, recent actions are now starting to have a positive impact on the quality of teaching, learning and assessment. This is particularly evident in key stage 1. The rigorous implementation of a phonics programme is rapidly improving pupils’ phonics knowledge and early reading. Leaders’ shared focus on supporting pupils’ mental health ensures that the most vulnerable pupils thrive socially and emotionally. Safeguarding is effective. Leaders put keeping pupils safe at the forefront of their work. Children in the early years are nurtured in a caring environment. They make good progress from their starting points.