Lady Modiford’s Church of England Primary School

About Lady Modiford’s Church of England Primary School Browse Features

Lady Modiford’s Church of England Primary School

Name Lady Modiford’s Church of England Primary School
Ofsted Inspection Rating Good
Inspection Date 10 July 2019
Address Walkhampton, Yelverton, Devon, PL20 6JR
Phone Number 01822853277
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 49 (32% boys 68% girls)
Number of Pupils per Teacher 21.3
Academy Sponsor Exeter Diocesan Education Network (Eden)
Local Authority Devon
Percentage Free School Meals 18.4%
Percentage English is Not First Language 0%
Persisitent Absence 8.7%
Pupils with SEN Support 8.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Lady Modiford’s Church of England Primary School became part of St Christopher’s Multi-Academy Trust in 2016. The trust has a board of trustees, a chief executive officer (CEO) and school improvement partners, who have worked with the school. The school is also part of the West Dartmoor Federation, which comprises two schools. The executive headteacher is the leader for both schools. There is shared middle leadership between the two schools. The proportion of pupils who are in receipt of the pupil premium is below the national average. The proportion of pupils with SEND is in line with the national average. The number of pupils who have education, health and care plans is well below the national average. The school has a breakfast and an after-school club.

Summary of key findings for parents and pupils

This is a good school Leaders and governors are ambitious for the school. They work well together to improve the quality of teaching, learning and assessment and pupils’ progress. Leaders have created a strong sense of collaboration among staff, who are reflective on their leadership and teaching. As a result, staff are constantly looking for ways to improve their practice and pupils’ outcomes. Leaders know the strengths and weaknesses of the school. However, action plans to secure improvements are not precise enough. They do not enable governors to see fully the impact they are having on raising the achievement of pupils. The curriculum is a strength of the school. It uses the local environment and community well. This enables pupils to develop further an understanding of the world around them and themselves as citizens. Teachers’ and additional adults’ subject knowledge is strong. Their use of questioning develops pupils’ thinking. This ensures that current pupils make strong progress. Early years leaders know the children well and plan effectively to provide them with learning that is enabling them to improve their progress and outcomes. Teaching develops pupils’ mathematical reasoning skills well and helps them to explore their mathematical understanding. Teachers provide most pupils with well-sequenced learning in writing. However, some lower-ability pupils do not consolidate what they already know before moving on. This hampers their progress. Pupils enjoy reading. However, their understanding of inference is not yet well developed. At times, there is insufficient challenge for the most able pupils. As a result, a minority of these pupils do not achieve the outcomes of which they are capable. Pupils are extremely polite, courteous and well behaved. They are proud of their school and enjoy their learning. They feel safe and well cared for. Relationships are well established and positive.