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Pupils are happy and love coming to school. They are kind to others and behave well.
Most pupils enjoy their learning, listen attentively and respond with enthusiasm. At social times, pupils play well together. Pupils enjoy the range of activities on offer to them in the playground.
Pupils also enjoy spending time with the school dog, Simba.
Pupils are safe in school. They are well cared for.
This is because adults have excellent relationships with pupils. There is a strong family feel to the school with pupils genuinely caring about each other.
The school has high expectations for pupils' achievement.
While these expectations are r...ealised for most pupils the school continues to work on the curriculum, with the intention that all pupils achieve the very best outcomes in all areas.
Community engagement is a strength of the school. Pupils make a real difference to their community and provide a soup kitchen during the harvest festival.
The school works with the local visitor centre to display photographs of Dartmoor taken by pupils. Parents are overwhelmingly positive about the school. All the parents that completed Ofsted's online survey would recommend the school.
What does the school do well and what does it need to do better?
All pupils, including those with special educational needs and/or disabilities (SEND), are encouraged to become independent and confident learners. The school has designed an ambitious curriculum that is suitable for mixed-aged classes. The curriculum identifies the knowledge and skills pupils should learn from early years to Year 6.
Pupils learn new content each year through a rolling programme. For example, in key stage 1 pupils learn about the continents and climate. As pupils move into key stage 2, they make links to concepts such as renewable and non-renewable resources.
A high-quality curriculum in the early years means that children make a good start to their education. Routines are well established. Most children follow these.
Children typically enjoy high-quality interaction with adults. Most activities are stimulating and engaging. The school works to build children's confidence, particularly in writing, through activities such as 'drawing club', where children draw and write captions independently.
However, some activities are not as well focused on the needs of children. When this happens, learning lacks depth.
Reading is a strength of the school's work.
It is promoted in many ways, such as assemblies or parent reading cafes, where pupils read their versions of popular stories to their parents. The school has adopted a systematic approach to the teaching of phonics. Pupils learn to read as soon as they start school.
They read books that match their phonics knowledge. Parents and carers have access to online books that match the sounds that pupils are learning. Regular assessments mean that staff spot any pupils who are at risk of falling behind.
Swift interventions and support mean that these pupils catch up quickly. This includes pupils who may still need some help with reading in key stage 2. Beyond phonics, there is a structured reading curriculum.
Pupils read a range of thought-provoking books about different families and cultures to help them explore themes of respect and tolerance. This approach has resulted in very strong outcomes in reading.
Assessment is used well.
Staff use a range of quizzes and questions to check pupils understanding and any misconceptions. Pupils receive feedback that moves their learning forward. For example, in mathematics, teachers' strong subject knowledge, skilful questioning and effective feedback ensure that pupils consolidate and deepen their mathematical understanding.
The school supports pupils' personal development well. The personal, social, health and economic education curriculum teaches pupils about healthy lifestyles and positive relationships. Most pupils understand fundamental British values and have an age-appropriate understanding of the protected characteristics.
As a result, most pupils show respect for those whose beliefs are different from their own. Pupils attend and enjoy a range of clubs that develop their talents and interests. These include sewing, football and board games.
Pupils' attendance and punctuality is a high priority. The school supports families to help them overcome any barriers which prevent pupils attending school. Systems to tackle persistent absence are robust.
As a result, the number of pupils persistently absent from school is reducing.
Trustees and governors know the school well. They have an accurate view of the strengths and priorities for improvement.
They provide effective challenge and support. Staff are valued and appreciated. Their workload and well-being are considered.
Staff enjoy working 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)
• In some subject areas, including the early years, the curriculum is not implemented as intended.
Sometimes, activities are not well-matched to pupils needs. As a result, pupils do not gain the depth of knowledge they should across all subjects. The school and trust need to ensure that weaker areas of the curriculum are developed and implemented to the same quality as more successful areas, so that pupils know more and remember more.
