Plympton St Mary’s CofE Infant School

Highlights from Latest Inspection

What is it like to attend this school?

The school's values of love, friendship, thankfulness, respect, perseverance, forgiveness and trust are shared by everyone. Staff know all pupils well, so relationships are strong. Pupils know they can speak to staff if they have any worries.

The school has high expectations for all. Children in the early years follow routines very well. Pupils know the school rules of 'ready, respectful, safe'.

They are kind to each other. Pupils move around the school calmly and socialise happily with each other. In classrooms, pupils understand why it is important to do their best.

They enjoy earning rewards for making good choices about their work or behaviour, such as ho...use points. Older pupils enjoy supporting younger children.

Pupils enjoy trips and visits to places of interest, such as to the theatre.

They take on responsibilities as house captains. Through roles such as these, they develop confidence and leadership qualities. Pupils participate in a variety of clubs and enrichment activities where they learn new skills These are carefully planned to develop their talents and interests.

Pupils are proud to represent the school in competitions, such as for boccia and cricket.

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

The school has high aspirations for all pupils. The ambitious curriculum clearly identifies the content that pupils need to know and by when.

Teachers demonstrate secure subject knowledge, which they use to support pupils to learn well. However, in some subjects, the use of assessment is not fully developed. This means that gaps in pupils' knowledge of important curriculum content are not identified and remedied.

Staff identify pupils' needs accurately and quickly. Staff receive useful training and additional advice, so they are equipped to make adaptions to the curriculum when needed. Therefore, pupils with SEND are well supported and learn the curriculum successfully.

Children in the early years provision make a strong start in a welcoming environment. The school has developed a carefully constructed curriculum. Staff know children's needs and interests and use this knowledge to support children to learn the curriculum well.

Adults model language expertly to support children to improve their language skills and broaden their vocabulary. For example, children retell stories they listen to, practising the use of descriptive language. Children relish learning and talk confidently about what they have learned.

The school places a sharp focus on reading. Children in the Reception Year learn to read as soon as they start school. They build their knowledge of phonics through using what they already know.

Staff offer useful advice to parents about how to support their children's reading at home. As they get older, pupils read widely and regularly, which helps them to become confident and fluent readers. Pupils enjoy visiting the library and listening to high-quality texts, including poetry.

The curriculum supports pupils' broader development. Pupils know how to keep themselves safe when online and in the wider world. Pupils build resilience and problem-solving skills, particularly through outdoor learning where they learn to work as a team.

They know how to look after their physical and mental health. Pupils understand that everyone should be treated fairly. They appreciate how people's backgrounds and experiences can be different from their own.

For example, they are knowledgeable about different faiths and religions.

The school places a strong emphasis on developing positive relationships with parents. The school works with families to explain the importance of regular attendance and offers further support when necessary.

Trust leaders and governors understand the school's strengths and areas for development. They support staff and hold school leaders to account for the quality of education that pupils 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 subjects, teachers' use of assessment is not as well developed as it is in others. Therefore, gaps in pupils' knowledge of the curriculum are not identified. The school needs to ensure that the use of assessment accurately highlights gaps in pupils' understanding, so that these can be rectified.