Ottery St Mary Primary School

Name Ottery St Mary Primary School
Ofsted Inspection Rating Good
Inspection Date 14 June 2017
Address Longdogs Lane, Ottery St Mary, Devon, EX11 1HY
Phone Number 01404812977
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 408 (52% boys 48% girls)
Number of Pupils per Teacher 23.8
Local Authority Devon
Percentage Free School Meals 8.1%
Percentage English is Not First Language 3.7%
Persisitent Absence 5.8%
Pupils with SEN Support 16.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Ottery St Mary Primary School is a larger than average-sized primary school. There are 14 classes. The school is part of the SMILE Trust. Senior leadership is currently being supported by an executive headteacher from another local school. The vast majority of pupils are White British and the proportion who speak English as an additional language is well below the national average. The proportion of disadvantaged pupils supported through pupil premium funding is below the national average. The proportion of pupils who have special educational needs and/or disabilities is broadly in line with the national average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is also in line with that found nationally. The school had met requirements on the publication of specified information on its website by the end of the inspection. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The headteacher, ably supported by the newly appointed assistant headteachers and pastoral manager, holds high aspirations for pupils and staff. This has led to rapid and sustained improvements in this school. The governing body provides effective support and challenge for leaders. Governors have a secure knowledge of the school and use this to inform their work. The headteacher and governors have developed an effective team of senior leaders who work diligently together to ensure that pupils achieve well in English and mathematics. However, the leadership of other subjects is less strong and, consequently, pupils do not achieve as well in these subjects. Teaching across the school is of a high quality. Teachers plan engaging activities that capture pupils’ interests and motivate them in their learning. As a result, pupils make good progress from their different starting points. Pupils develop a secure understanding of mathematical concepts. However, the most able pupils do not always have sufficient opportunities to deepen their knowledge and apply their skills. Children get off to a good start in the early years. They make strong progress in all areas of the curriculum and leave Reception well prepared for Year 1. The teaching of early reading is strong across the early years and Year 1. Pupils develop a secure understanding of phonics, which they apply consistently in their reading. The pastoral manager provides strong support for pupils. This removes barriers to learning and secures good personal development and well-being. Opportunities for spiritual, moral, social and cultural development and the understanding of British values are extensive. The respect and tolerance displayed by pupils are a strength. The progress of disadvantaged pupils is good. Strategies are well devised to support their learning and personal development. However, the reporting of the impact of additional funding is not sufficiently thorough. Safeguarding is effective. Leaders are proactive in reviewing their provision. Systems in place are rigorous and understood by staff and pupils. This ensures that pupils are as safe as possible. The majority of parents are positive about the school and, in particular, the support that it provides for its pupils and families. However, some parents have concerns about communication and the level to which they have been kept informed of developments in the school.