Kilkhampton Junior and Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including those with special educational needs and/or disabilities (SEND), flourish at this inclusive, community-oriented school. They contribute to the friendly, family atmosphere.

Pupils say that bullying does not happen. They recognise that staff look after them and sort issues out quickly. Pupils say they feel safe.

Parents are positive about their children's experiences. They also believe that their children are well looked after. Pupils, like staff, strive to live by the school's motto of 'be the best you can be'.

Pupils enjoy lessons. They respond positively to what their teachers ask them to do. Pupils are attentive and look to do their best, ...although, sometimes, teachers could ask them to work harder.

Pupils enjoy the range of subjects they are taught and recognise that they are well prepared for the next stage of their education. They also know that there are a few subjects where they do not learn as well.

Pupils behave well.

High expectations are widely shared by all. There is a strong link between the school's motto and the policies followed to promote positive behaviour. This is effective.

Leaders ensure that staff focus on developing pupils' characters in a range of ways. As a result, pupils' well-being is promoted particularly well. This helps pupils to feel valued, listened to and happy.

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

Leaders have worked with determination to create an engaging curriculum for pupils. They prioritise broadening pupils' experiences, including how they learn about the wider world and have the key knowledge needed to succeed. Pupils learn together harmoniously, including those with SEND, who learn alongside their peers.

Many elements of the curriculum are very well planned and delivered consistently. For example, pupils achieve well in English, mathematics, science and physical education (PE). This helps to ensure that pupils are well prepared for the next stage of their education.

Leaders ensure that all subjects hold their place in the overall curriculum. Subject leaders are increasingly taking responsibility to ensure that their subjects are deliberately designed and planned. However, subject planning and teachers' subject knowledge are more secure in some subjects than others.

Where it is better, such as in PE and science, teachers utilise planning and their understanding to explain new ideas to pupils with precision. This helps pupils to learn well. On the other hand, leaders know that in some subjects, such as in history, curriculum planning is less well developed.

In these subjects, lessons draw less carefully on what pupils already know and can do. This means that pupils' understanding of the past and what it means to be a historian can be confused.

Leaders, including governors, are rightly proud of their community-oriented school.

There is strong collaboration between staff and leaders, who want the best for pupils. Staff recognise that their well-being is protected and appreciate the team ethos that has been secured. Leaders use several methods to check that what they are doing is effective.

However, sometimes, there is an overreliance on aspects of evidence they review, such as the use of data. This means that, occasionally, leaders are not clear about the impact of their decisions on pupils' learning because they do not check carefully enough what pupils know and can do.

Provision in the early years is effective.

Staff are skilled and ambitious for all, including those who are disadvantaged and those with SEND. Staff work to realise their ambition with confidence and enthusiasm. For example, they are expert in teaching early reading and mathematics and showing children with SEND how to interact and communicate.

Children are encouraged to make the most of every learning moment through play and when learning from their teachers.

Pupils become keen readers. Leaders have established an effective early reading curriculum.

Pupils benefit from a well-resourced library, as well as large selections of high-quality texts in their classrooms. Teachers diligently and consistently follow the school's approach to teaching reading. Occasionally, expectations could be higher.

For example, some pupils are ready to move through the phonics programme more quickly than others, but they are hindered by the way the programme is delivered. Pupils take home books that match the sounds they have learned. They speak confidently about stories they have read, had read to them and learned to enjoy.

Pupils' wider development is promoted very well. Pupils learn to be active citizens within the school community and beyond. Staff prioritise pupils' mental and physical well-being.

For example, pupils speak positively about their 'wellbeing buddies', their learning in PE and how staff promote mental health. Pupils' spiritual, moral, social and cultural development is promoted well and in a number of ways. For example, pupils experience music and art from different cultures and learn about diversity.

Through this, pupils learn to embrace and see value in being modern British citizens.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders' work on the curriculum has resulted in many successes.

However, subject leadership, planning and pupils' learning need more time to embed in some subjects, like history. Leaders should build on and strengthen the role of subject leaders so that curriculum planning is coherent, ambitious and well sequenced in all subjects. This will help to ensure that the delivery of the curriculum by teachers is strong across all subjects and that pupils' outcomes improve further.

Monitoring of the curriculum by leaders and governors is not as sharp as it needs to be. Sometimes, leaders rely too much on data or by observing lessons. Leaders should do more to check how well pupils remember key knowledge when evaluating the effectiveness of the curriculum and the impact of leaders' and teachers' work.