Feniton Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Feniton Church of England Primary School. They are polite and welcoming. Pupils describe the school as a place where everyone can be themselves.

They talk confidently about the way in which the school's 'HEART' values help them to give their best and to be understanding of others.

Leaders and staff have high expectations for pupils' behaviour and conduct. Pupils understand the school rules and follow them well, both in and outside the classroom.

This starts in the early years, where children listen carefully to staff and behave well.

Pupils feel safe. They value the positive relationships they have with staff.

Pupi...ls say that staff listen to them and are there for them if they need to share any worries or concerns. They say that bullying does not happen. If it were to occur, they are confident that adult would deal with it quickly.

Pupils enjoy the range of clubs and visits on offer to them, such as watching a symphony orchestra perform. They value becoming sports leaders, eco-warriors, librarians and members of the ethos committee. Pupils say that these roles build their confidence and help them to act as role models to others.

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

Leaders have high expectations for what all pupils, including those with special educational needs and/or disabilities (SEND), can achieve. They accurately understand what the school does well and where it needs to improve. Leaders have created a curriculum that is designed well.

They have carefully considered what pupils need to know and when they need to know it.

Reading is a priority in the school. Pupils read a range of texts with increasing accuracy and fluency.

They say that reading takes them 'away to a calm place' and helps them learn new things. Pupils enjoy listening to adults read stories. They talk confidently about how teachers help them to read with expression in their reading sessions.

Children begin learning phonics as soon as they start school. They learn and remember new sounds well. Staff benefit from the training they receive to teach phonics effectively.

Books that pupils read match the sounds they learn, which helps them to gain confidence. If pupils fall behind, they receive the support they need to help them to catch up quickly.

Leaders have put in place a well-structured mathematics curriculum.

This starts in the early years. Teachers use songs and rhymes to develop children's mathematical vocabulary well. As a result, children confidently describe number patterns.

Pupils build on this as they move through the school. They use their mathematical knowledge well to tackle more complex problems.

Pupils learn well in most of the wider curriculum subjects.

In music, for example, teachers routinely check on what pupils know and remember. Pupils confidently play a range of instruments and share their musical understanding well, using words such as dynamics and timbre. However, in some other areas of the curriculum, this is not the case.

Some teachers do not use the information they have well enough to deepen pupils' understanding. Future learning does not take into account what pupils remember over time. This hampers the progress that some pupils make.

Leaders are ambitious for what pupils with SEND can achieve. Staff know the pupils well. Leaders work closely with parents and external agencies to ensure that pupils with SEND receive the help they need.

Pupils' plans are precise and regularly reviewed. As a result, pupils with SEND learn the same ambitious curriculum as their peers. They take a full and active role in the wider life of the school.

Pupils have positive attitudes to their learning. This starts in the early years. Children are eager to take part in their learning.

Disruptions to learning are rare. The environment in classrooms and around the school is calm and purposeful.

Leaders support pupils' personal development well.

Pupils talk confidently about fundamental British vales, such as democracy. They understand what it means to be a good friend and the importance of treating everyone equally. Pupils develop their sense of character by taking part in a civic award.

They say that this helps them to help others in their community.

Governors are ambitious for the school. They carry out their duties effectively and know the school well.

Governors ask challenging questions to help the school improve. Staff are proud to work at the school. They value the support they receive from leaders, particularly with regards to their well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure there is a strong culture of safeguarding across the school. They provide staff with up-to-date safeguarding training.

Staff used this well to spot the signs that may indicate a pupil is at risk and act quickly. Leaders work well with a range of professionals to help vulnerable pupils and their families.

Pupils know how to keep themselves safe in the real and online world.

They understand the importance of not sharing personal details online.

Leaders make the right safeguarding checks during recruitment. However, more rigour is needed to ensure that these checks are accurately recorded on the single central record.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment is not used well enough to check that pupils have remembered the knowledge they have been taught and to deepen their understanding. As a result, some pupils have gaps in their knowledge or do not build their knowledge well enough over time. Leaders need to ensure that teachers use assessment effectively across all subjects and use this information to inform future learning.