Colyton Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Colyton Primary Academy agree that they belong to a friendly community. They arrive each day with smiles on their faces and an eagerness to learn. Pupils meet the high expectations set for them in their learning because they try when something is hard until they succeed.

The school's 'thinking frames' and 'thinking routines' help them to become confident, independent learners.

Pupils benefit from high levels of pastoral care. Parents and carers wholeheartedly agree that this helps their children to thrive.

Pupils follow the school's principles well and display a deep sense of kindness and empathy towards others. This begins in the Reception Year, wh...ere children learn how to become 'Fantastic Friends'. There is 'Wonderful Walking' when moving around the school.

Pupils' social times are harmonious.

Pupils behave well. They enjoy their class rewards and are proud to receive 'Thursday Shout Outs' or a 'Pride of Colyton award'.

Pupils strive to be good citizens, in school and beyond. They take seriously the responsibilities that they have, such as being prefects and class ambassadors. The pupil ethos committee ably leads 'Flourish Friday' events across the school year to engage with their friends, their local community and the wider world in which they live.

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

The trust and the school have driven improvements to the quality of education. The curriculum, in all subjects, is designed with care. Important knowledge and ambitious vocabulary are clearly identified.

This supports pupils to develop their knowledge and skills and ably make links between subjects. For example, in history, older pupils used their knowledge of the suffragette movement to consider the roles of women in World War Two.

The school, alongside the trust, have provided tailored professional development opportunities for all staff.

As a result, teaching across the school supports learners to acquire new knowledge and skills. Lessons support all pupils to fully participate. However, in some subjects, the checks that staff make on pupils' understanding are not used to inform future learning.

As a result, some pupils have gaps in their learning or misconceptions that go unaddressed. For example, in mathematics, gaps in some pupils' number fluency hinder them with more complex calculations. Pupils with special educational needs and/or disabilities (SEND) get high-quality support to meet their needs.

The school has a sharp focus on reading. Pupils love to read. They describe how reading takes them to an 'imaginary world'.

The school encourages pupils to read widely and often, both at school and beyond. Pupils regularly take home a wealth of fiction, non-fiction and poetry. Children learn to read as soon as they start school.

They learn the sounds that letters make and quickly read words with accuracy. The books that pupils take home are carefully selected to help them to practise these sounds. Well-targeted interventions successfully support any pupils who need additional help with their reading.

As a result, pupils become confident, fluent readers.The school has a steadfast approach to ensuring that pupils attend school regularly and on time. Strong relationships with parents have ensured that pupils' attendance has improved markedly over time.

These relationships between school and home are positive, impactful and begin before children start in the Reception Year. Parents comment that the support for them is 'excellent' and this support 'makes school a positive experience'.

The school is passionate about expanding the horizons for pupils and ensuring they are well prepared for their next steps in education and life.

Pupils learn about the skills they need to be successful in employment. They understand the different opportunities available in job sectors through their regular careers curriculum. Pupils benefit from the 'Colyton extras' programme, which provides essential life experiences, such as cooking skills, managing a budget and how to iron a shirt in preparation for secondary school.

The personal development programme, including personal, social and health education, is well designed. Pupils learn about equality, diversity and discrimination from a young age. They develop strong principles about treating others with respect and providing help for those who need it.

Pupils understand about positive relationships and how to keep themselves healthy and safe. For example, visitors to school support pupils to understand water and sea safety.

Staff describe the school as a 'family where everyone helps each other'.

This is because the school and the trust support staff to be successful in their roles. Staff value the effective support from wider trust networks and feel that their workload and well-being are fully considered.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the checks that staff make on pupils' understanding are not used effectively. Some pupils have gaps in their learning and misconceptions that go unaddressed. The school and the trust should ensure that assessment information leads to timely support for pupils to close gaps in their learning so that all pupils achieve well.