Chagford Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and staff are ambitious for all pupils.

The school's values of, 'Community, Challenge, Care' are lived up to by staff and pupils. Pupils are proud to take on roles of responsibility, such as play leaders, wildlife champions and attending the Chagford Memory Café. There is also a regular pupil-led litter picking group.

Pupils appreciate the wide range of lunchtime and after-school clubs on offer, such as netball, chess and recorder clubs. They value trips, sporting events and visitors to the school. For example, pupils are enthused by the 'awesome author' visits and their messages to the pupils on postcards.

Pupils' personal development, talents and in...terests are nurtured well.

Staff have high expectations for pupils' behaviour. This begins in the early years.

Pupils are polite, listen carefully and respond appropriately to each other and adults. They know how to keep themselves physically and mentally healthy. Pupils say they feel safe in school.

Most pupils understand the difference between bullying and falling out with others. They say there is always an adult to talk to if they have worries.

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

Children in the early years get off to a flying start.

The curriculum is coherently sequenced and used to plan the children's learning effectively. Staff skilfully support children to use the carefully organised indoor and outdoor learning environments. Children are introduced to a wide range of high-quality texts from the moment they join school.

Staff select books to match learning activities effectively. For example, books about building are found in the construction area.

Staff implement the phonics programme well.

Pupils' phonics knowledge is secure. For example, pupils can identify, say and write the letter sounds correctly. Reading books match pupils' phonics knowledge well.

Pupils segment and blend words with confidence and accuracy. Pupils who need additional support to secure their phonics knowledge attend 'fast track tutoring' sessions. Staff ask appropriate questions to check pupils' comprehension of the text.

Leaders have high expectations for pupils' learning. They have identified the essential knowledge they want pupils to remember across most subjects. Teachers support pupils well to remember and use the knowledge, skills and vocabulary they have learned.

This helps pupils build secure knowledge over time. For example, in mathematics, pupils can apply their mathematical knowledge to a range of problem- solving and reasoning questions successfully.

There are a few subjects where the curriculum is not as well developed.

The essential knowledge leaders want pupils to retain is not identified clearly. It is not broken down into small, manageable steps. This makes it difficult for teachers to plan and check precisely what pupils must know and remember.

Pupils have insufficient subject knowledge. For example, in geography, Year 6 pupils are unsure of the features that distinguish a city from a town or village.

Pupils with special educational needs and/or disabilities (SEND) are identified accurately.

Appropriate support is put in place swiftly. For example, pupils use individualised resources to help meet their needs. Nonetheless, leaders recognise that there is work to do to develop positive working relationships with parents and carers of pupils with SEND.

Since the COVID-19 restrictions have eased, 'SEND surgeries' provide dedicated time to discuss with families how their child's needs are met and agree next steps together.

There are clear routines and expectations for pupils' behaviour. This begins in the early years.

Pupils who need additional help to understand their emotions and actions are supported well by skilled staff.

The well-being of pupils, parents and staff has a high profile at the school. Staff appreciate leaders' consideration and support.

Pupils enjoy and attend school regularly. There are established systems for checking where pupils are when absent. Leaders support parents to help improve their children's attendance when needed.

Pupils know how the school's values help them to make the right choices in life. They believe that everyone should be treated fairly. They know about different cultures and religions.

However, leaders recognise the need to deepen pupils' knowledge and experience of life in modern Britain. They have plans in place to do this.

Leaders, including governors and trustees, know and understand the school's strengths and areas for development.

They have a clear vision for the school. There are systems in place to monitor and evaluate the effectiveness of leaders' actions accurately.

Safeguarding

The arrangements for safeguarding are effective.

Appropriate safeguarding checks are completed before staff and volunteers begin working at the school. Leaders make regular checks on safeguarding records.

Staff receive regular training and safeguarding updates.

This helps staff to understand and fulfil their safeguarding roles. They know how to report and record concerns. Leaders follow up concerns raised by staff swiftly.

They seek advice to try and secure the appropriate support for each child and their family.

Pupils are taught how to keep themselves safe in school and in the community.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not identified the essential knowledge they want pupils to know and remember in some foundation subject curriculums.

This means pupils do not remember some of the key concepts. They are unable to build on prior learning and make connections between concepts taught. Leaders need to identify the essential knowledge pupils must know and remember in these foundation subject curriculums.