|Name||Horrabridge Primary & Nursery School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||22 November 2011|
|Address||Walkhampton Road, Horrabridge, Yelverton, Devon, PL20 7SZ|
|Religious Character||Does not apply|
|Number of Pupils||225 (45% boys 55% girls)|
|Number of Pupils per Teacher||24.5|
|Percentage Free School Meals||9.3%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||7.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
The school is smaller than average, although there are almost twice as many pupils enrolled as at the previous inspection in 2009. It serves a village on the western edge of the Dartmoor National Park. This is not an isolated community and many parents and carers work in the nearby city or market town. Most pupils are White British. The proportion known to be eligible for free school meals is about average, as is the proportion with special educational needs and/or disabilities. These are mainly moderate learning or behavioural difficulties, but include physical disabilities and those on the autistic spectrum. The governing body manages childcare provision in the form of a breakfast club which operates from 7.30am. An after-school club operates within the school and there is a pre-school on the site. However, neither of these facilities is managed by the governing body, so they were not inspected on this occasion.
This is an outstanding school. The following quote from the parent or carer of a Year 6 pupil sums up much about the school, and is echoed by many, ‘Our child has loved the school since Reception and we have seen the school move forward and develop, especially in the last two to three years. The teacher always looks for ways to stretch and challenge our child to achieve their full potential.’ Under the excellent leadership of the headteacher, much about the school has improved since the previous inspection in 2009. The Early Years Foundation Stage is now of excellent quality and children make outstanding progress in its exciting environment. Pupils’ attainment in English and mathematics at the end of Year 6 is above average and is rising rapidly, as current pupils are making outstanding progress. This is due to excellent teaching and pupils’ outstanding behaviour, especially in lessons, which enables teachers to teach effectively and all pupils to learn quickly. A notably outstanding feature of all lessons is the quality of pupils’ skills of independent learning and collaboration with each other. Teachers use assessment data very well to identify slow progress and provide any extra help needed. Marking is of very high quality, with extensive comments showing pupils how to improve their work. Senior leaders identified slower progress by pupils known to be eligible for free school meals, and by higher-attaining pupils in Years 3 to 6 especially in their writing, and have taken successful action to address these matters. Reading and writing in Years 1 and 2 have also improved. However, teachers do not always use the school’s successful approach to teaching letters and sounds in every lesson when they are helping pupils to read text, and some pupils’ handwriting does not enable them to write with the fluency of which they are otherwise capable. All parents and carers, including those of the many pupils who started at the school part way through their schooling, comment favourably on their child’s improved progress. Pupils speak excitedly of the range of activities on offer, such as a visit by an author of televised stories for children, and the opportunity to learn a wide range of sports from horse riding to skateboarding. Pupils feel safe in school and all parents and carers agree that this is the case. They have an excellent understanding of how to keep safe and healthy, and their outstanding behaviour is a reflection of their excellent spiritual, moral, social and cultural development. Attendance has improved since the previous inspection and is now above average. Care, guidance and support are good. School leaders recognise that improvements are needed in links with local pre-schools and with some external agencies. Senior leaders evaluate the school’s strengths and weaknesses in a rigorous and effective way. They planning to address any weaknesses is outstanding and the progress made in doing so is measured against realistic but stretching targets. Members of the governing body play a highly effective part in monitoring pupils’ progress, and they challenge the staff and support them to achieve even more. Judicious appointments of high-quality staff have enabled the provision to keep pace with the rapid growth in pupil numbers and the governing body is aware that greater capacity is now needed to enable senior leaders to lead the school with its growing numbers. In a little over two years the school’s effectiveness has improved from satisfactory to outstanding, with significant improvements in important aspects of pupils’ achievement and in the provision, demonstrating the excellent capacity for improvements to continue.