Modbury Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Pupils enjoy attending Modbury Primary School. Almost all pupils would recommend it to a child moving into the area.

They are proud to be members of the school community. Many pupils enjoy the leadership roles they have and the extra duties they volunteer for. For example, the 'playground buddies' are... fundraising to buy a new 'buddy bench'.

Pupils live by the school motto, 'Be safe, kind and responsible'. Through the teaching they receive, they know how to keep themselves safe at home, on the beach and online. They show empathy towards other pupils who they know are dealing with their own 'troubles'.

Generally, pupils behave well. They know what bullying is and say that it is rare. They are confident that staff would quickly stop it should it happen.

Leaders plan an enriching and extensive programme of trips, visiting speakers and activities for pupils. Leaders have carefully aligned these to the curriculum so there are clear links between pupils' learning in the classroom and these additional opportunities. For example, during the inspection, two classes were visiting a local zoo to better learn about animals and how they adapt to their natural environments.

What does the school do well and what does it need to do better?

Over the last year, leaders have revised the curriculum so that it is more ambitious. Leaders have planned the curriculum so that it supports pupils to build their knowledge steadily and logically from what they already know. In most subjects, this starts in the early years.

However, as this work is in its infancy, teachers do not yet have a secure enough understanding of the curriculum in all subjects and how best to deliver it. For example, in subjects such as history, there is a focus on developing pupils' skills as historians and not enough on remembering significant historical facts to underpin the development of these skills. This has been further amplified by many staffing changes in recent years.

Furthermore, teachers' use of assessment does not give them sufficient insight into what pupils have learned. As a result, teachers do not adapt their teaching, where necessary, to make sure that pupils gain and remember the knowledge they need.

Leaders have placed considerable emphasis on developing the reading curriculum.

In Reception, children know their initial letter sounds and some more complex sounds. They are confident in blending sounds together. Pupils use their knowledge of phonics well when they come across an unfamiliar word.

In all year groups, there is a love of reading. Pupils talk enthusiastically about their class text and the book they are reading for pleasure. Where pupils struggle, staff are quick to intervene, which means they do not fall behind.

While many pupils with special educational needs and/or disabilities (SEND) are achieving well, several parents express concerns about their child's experience at school. Leaders and governors recognise that the number of pupils with SEND is increasing. They have increased leadership capacity to make sure that pupils get the support they need.

Parents have noticed the recent improvements.

Staff enjoy working at the school. They value the training they receive and appreciate leaders' efforts to reduce their workload.

Safeguarding

The arrangements for safeguarding are effective.

Staff are well trained to identify pupils who are at risk of harm. Leaders support pupils and families who need help.

They reach out to other agencies and are not afraid to hold them to account to make sure families receive support.

Leaders conduct the necessary checks on the suitability of staff and volunteers to work with pupils.

Teachers ensure that pupils understand the risks they may face.

Consequently, pupils know how to keep themselves safe. Pupils know that they can talk to any adult in school if they have a concern and that they will get the help they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, teachers do not have sufficient expertise to deliver the curriculum well.

As a result, pupils do not learn as well as they could. Leaders need to ensure that staff have the subject and pedagogical knowledge they need to help pupils to retain knowledge over time. ? Teachers do not use assessment well enough.

Therefore, they do not have an accurate understanding of how well pupils are following the curriculum. Leaders need to ensure that staff use assessment to inform their future planning so that pupils know and remember more across all subjects.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually, this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in January 2014.

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