Ellacombe Church of England Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school welcome everyone with openness and kindness. They are polite and well-mannered. Staff have high expectations of what pupils can achieve in school and in the community.

Pupils feel safe. They know that they have trusted adults they can speak to if they have any concerns. Incidents of low-level behaviour and bullying are rare.

When they do occur, the school is swift to respond.

Pupils understand how the school values of love, hope, perseverance, trust and stewardship help them in their everyday life. Respect for all is reflected in the way pupils treat each other.

Opportunities to vote about school matters help pupils to understan...d the importance of democracy and British values. Pupils are proud of the leadership roles they hold, such as house captains and as school councillors. They understand that they are role models to the younger pupils.

Pupils develop their interests and skills through a variety of after school clubs such as crochet club and parkour club. The school choir helps develops pupils' self-confidence.

Parents are supportive of the school.

They appreciate how the school works closely with families.

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

The new headteacher has reinforced the high levels of ambition that staff have for pupils. Following weak published outcomes for reading and writing in key stage 1, the headteacher and the trust have focused on improving the quality of teaching.

The school has achieved this by developing new subject leaders and strengthening the curriculum. Published outcomes do not yet reflect the quality of education that pupils now receive and the progress they make through the improved curriculum.

Reading is a school priority.

Teachers identify new vocabulary they want pupils to know and remember. They model reading well to demonstrate fluency. Pupils read aloud, 'using a storyteller voice.'

They build confidence through reading carefully chosen books that match their abilities. Books in the library celebrate and reflect the different backgrounds of the school's pupils.

In the early years, children learn their phonics sounds as soon as they start school.

Those children who are at risk of falling behind are quickly identified and extra support is put in place. However, some members of staff are still developing their phonics expertise. This means that sometimes the phonics programme is not delivered as effectively as intended.

The school's wider curriculum is well planned. The curriculum begins with small components that build progressively over time from Nursery to Year 6. School leaders have carefully planned the important knowledge, vocabulary and skills that they want pupils to know and remember over time.

As a result, pupils can talk eloquently about what they have previously learned and how this helps them to understand new concepts. However, pupils' understanding of different religions is underdeveloped. This means pupils do not have a secure understanding of the religions and beliefs that exist today in modern Britain.

Pupils with special educational needs and/or disabilities (SEND) are well supported. They learn the curriculum alongside their peers. When necessary, work is adapted to meet their needs.

Staff know the individual needs of pupils with SEND, which means that adults can bring out the best in pupils.

Children in the early years benefit from a curriculum with communication and language at its core. Staff understand the importance of modelling new words to children.

This leads to children repeating what they hear and successfully building their own vocabulary. Children learn through purposeful activities that stimulate their interests and improve their emotional resilience.

Improving pupils' attendance is a high priority for the school.

Monitoring of attendance is rigorous and as a result, there has been some improvement. For those families with children who do not attend school regularly, the school works closely with them to help them to improve their child's attendance.

The curriculum for pupils' personal development enhances pupils' learning.

For example, pupils visit prehistoric caves to give them first-hand experience of what they learn in history about the Stone Age. Pupils learn about relationships differences and respect and understand how to communicate online.

The school's ethos group and advisory committee work closely with trustees to offer a balance of support and challenge.

Staff appreciate the focus on their well-being and workload. They are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The trust has not ensured that all staff have developed their phonics expertise. This means the phonics programme is not always delivered consistently and effectively. The trust must ensure all staff receive specific training to improve phonics subject knowledge so that they provide effective support for pupils who need it.

Pupils' understanding of different religions and beliefs is underdeveloped. Pupils do not recall important knowledge about religions or beliefs in modern Britain. The trust should ensure that this aspect of the curriculum is implemented effectively so that pupils' knowledge of the religions and beliefs that exist in Britain today is strengthened.