Cheriton Bishop Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have prioritised the development of the curriculum. There are high expectations in place for all pupils to learn well and be successful. Leaders' actions are beginning to make a difference in some subjects.

However, the curriculum does not yet support all pupils to build their knowledge as well as they could.

Pupils enjoy coming to school and attend regularly. They are proud of their school and being part of the school community.

The older pupils enjoy playing with the younger pupils during social times. Many pupils shared, 'We are all friends.'

Pupils embrace the school values of 'community, curiosity, ambition, integrity, respect, joy'..../>
They know how these values help them to be successful. Pupils have a clear understanding of bullying. Most share that any worries or concerns are dealt with promptly.

Some parents are not clear on the steps leaders take to address their concerns. Parents would appreciate better communication of the school's actions.

Pupils value the wider opportunities they have.

School trips are organised to support the curriculum. For example, children in the early years explore the local area during their weekly welly walk. Older pupils visit Exeter Museum linked to their learning about ancient Greece.

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

Leaders are designing an ambitious curriculum. They have taken steps since the previous inspection to develop the quality of education for all pupils, including those in the early years. In some subjects, leaders have identified the essential knowledge pupils need to know and remember.

For example, in history, concepts such as chronology and civilisation are mapped out to help pupils build their knowledge over time. However, some subject developments are in their infancy. Leaders have not identified with enough precision the knowledge pupils need to learn.

As a result, pupils have gaps in their knowledge and understanding.

Leaders are ambitious for pupils with special educational needs and/or disabilities. Since the last inspection, leaders have prioritised staff training.

This has ensured that pupils' needs are identified with accuracy. Teachers adapt learning to ensure pupils receive the support they need to learn alongside their peers.

In some subjects, teachers have the subject knowledge they need to teach the curriculum well.

Where this is the case, pupils build a stronger understanding of the subject. However, not all staff have the subject knowledge they need to help pupils learn as well as they could. Consequently, pupils do not deepen their understanding well enough across all subjects.

Teachers use assessment to check what pupils know and remember. However, assessment is not used with enough precision. Teachers do not know the gaps in pupils' knowledge or where progress through the curriculum has stalled.

Similarly, learning in the early years is not designed well enough to build on what children know and can do. As a result, some pupils develop misconceptions. This makes it difficult for them to recall and build their knowledge.

Leaders prioritise teaching pupils to read. This starts in pre-school where children enjoy a range of books that excite them about reading. They learn the first stages of the phonics programme by developing their speaking and listening skills.

While learning to read, staff match pupils' reading books to the sounds they know. This helps pupils to improve their confidence and develop fluency. Staff identify pupils who fall behind and support them to catch up quickly.

Most pupils want to do well. They listen, take turns and follow instructions. Most respond to expectations when asked to.

However, some staff do not have high enough expectations for all pupils' behaviour. On some occasions, low-level disruption disturbs learning. As a result, pupils experience lost learning time.

Pupils are taught a curriculum that goes beyond the academic. They talk confidently about equality and that everyone should be treated equally. They know about different faiths, and they are able to reflect on their own beliefs.

Most pupils know the difference between right and wrong and understand the consequences of their actions. However, leaders have not considered with enough precision the essential knowledge that underpins the personal development curriculum. In addition, staff have not received the training they need to support all aspects of the wider curriculum.

As a result, some pupils have gaps in their knowledge and understanding.

Staff are proud to work at the school. They value being part of the trust and the support provided on many levels.

Those responsible for governance know the school well, including the areas that need to improve.

Safeguarding

The arrangements for safeguarding are effective.

Leaders and school staff know pupils and their families well.

Staff receive regular safeguarding training to help spot signs of pupils who may be at risk of harm. Staff are clear on what to do if they have any concerns. Leaders act quickly.

They work closely with families to ensure they get the support they need. Leaders have clear procedures when recruiting new staff and ensure the appropriate checks are made.

Pupils know how to seek help if they have any worries.

They know that adults will help them. Staff teach pupils how to keep themselves safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum does not yet have the essential knowledge sequenced in most subjects.

Staff do not have the necessary expertise to help pupils to learn as well as they could across all subjects. As a result, pupils do not build their knowledge well enough. Leaders must ensure the curriculum continues to be developed and ensure that all staff have the subject knowledge they need to implement the curriculum effectively.

• Teachers do not always use assessment with enough precision to identify gaps in pupils' knowledge. As a result, some pupils develop misconceptions and cannot build their knowledge as well as they could. Leaders need to ensure that assessment is effective in identifying what pupils know and can do so that teachers adapt learning in light of this.

• Some staff's expectations of pupils' behaviour are not always high enough. As a result, some pupils do not behave as well as they could and disrupt learning. Leaders should ensure that staff have equally high expectations for behaviour.