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The school's vision of having 'world-ready people' is the heartbeat of everything at Honiton Primary School. The values that underpin this vision permeate the school.
Parents feel the school is the anchor of the community. Leaders, at all levels, go above and beyond for the community.
One parent's comment, that summed up the views of many, was: 'I love this school; my children have flourished here.
They absolutely love learning and are encouraged by positive, enthusiastic teachers.'
Pupils enjoy coming to school and attend regularly. They feel safe in school.
Older pupils are confident that bullying is not tolerated. Pupils learn how to sta...y safe and know to go to their 'trusted adult' if they have a concern.
Pupils behave well in lessons and during social times.
They enjoy the rewards that they earn. Pupils are polite and courteous to adults and to each other. They understand the school's high expectations well.
Staff understand and apply the school's approach to managing pupils' behaviour. This helps pupils to learn the curriculum well.
What does the school do well and what does it need to do better?
Children get off to a flying start.
The well-thought-out provision in the early years foundation stage (EYFS) promotes learning effectively. Both Nursery and Reception Years are a hive of activity. There is a strong culture of 'no time wasted for learning'.
The curriculum prepares children well for Year 1.
As soon as children in the EYFS are ready to learn to read, they do. Pupils learn phonics in a logical order.
The books that pupils read match the sounds that they know. This helps pupils to develop their fluency and become capable readers. Nevertheless, there is more to do to develop the reading curriculum.
Once pupils have grasped phonics sounds, the curriculum is not fully thought out. The knowledge and skills that pupils need to know to master more complex reading skills are not sequenced well enough.
The school is in the process of revising some of the curriculum.
In most subjects, the curriculum is well planned, broad and ambitious. It makes clear what pupils need to know and understand. Pupils' knowledge and skills build progressively.
Effective teaching supports pupils to know more and remember more over time. For example, in physical education (PE), pupils recall what they need to know to throw accurately. In turn, this supports pupils with their tactical knowledge in lacrosse.
However, in a small number of subjects, the curriculum is not as well developed. The precise knowledge pupils need to know and remember is not clearly defined. As a result, pupils do not gain a coherent body of knowledge in these subjects.
A central feature of the school is its inclusivity. There is a sharp focus on pupils with special educational needs and/or disabilities. Well-thought-out support plans help pupils to learn the curriculum successfully.
These plans are closely monitored and adapted swiftly when necessary. Pupils say that their learning is not disrupted and they are encouraged to focus and work together.
Pupils' personal development is at the forefront of the curriculum.
The school supports pupils to develop into responsible citizens. The personal, social and health education curriculum helps pupils to understand local, national and global challenges. Pupils enjoy the wide range of extra-curricular activities on offer.
Staff are tenacious in ensuring that all pupils benefit from these opportunities. Pupils are proud to represent the school in the many sporting and academic events. They embrace leadership opportunities, such as being a 'sports captain' or 'library leader'.
Staff morale is high. Staff describe the school as a positive and happy place to work in. They say they are 'one big family'.
Staff feel valued and appreciate the ongoing professional development that they receive.
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 foundation subjects, the curriculum is not sequenced well enough.
This leads to some pupils having gaps in their knowledge. The school should ensure that the precise knowledge and skills pupils need are sequenced in a logical order in all subjects. This will support pupils to achieve well across the curriculum.
• The reading curriculum is not fully planned. The curriculum does not set out what pupils need to learn and when. The school needs to ensure that the reading curriculum is well sequenced, so that pupils master reading beyond phonics.
