West Pennard Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are extremely proud of their school. They describe it as a school where there are 'always smiley pupils and smiley staff'.

Staff know and understand pupils' needs well. As a result, pupils are happy and safe and attend regularly.

Pupils' behaviour in lessons and during social times is exemplary.

They demonstrate high levels of respect and kindness towards one another. Pupils are exceptionally polite and well mannered. They go out of their way to help and support each other.

This reflects the school's values, which include being respectful, compassionate and truthful.

The school has high expectations for its pupils. Pupils are keen to ...learn and achieve well.

In most subjects, the school checks to find out what pupils know and can do. This supports pupils to build on their previous learning. However, in a few subjects, this is not as well developed.

The provision for pupils' wider development is exceptional. Pupils take pleasure in the rich opportunities on offer such as music, dance and sports. These activities develop pupils' interests and talents.

The school provides significant pastoral support to pupils and their families. Parents are delighted with 'this most welcoming and supportive' school and appreciate all it does for them.

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

The school has designed an ambitious curriculum.

The key knowledge, skills and vocabulary pupils need to know and remember across all subjects has been identified. This supports pupils in building their knowledge well over time in most subjects. For example, in art, younger pupils were looking at camouflage and how to hide a lizard in their work.

In most subjects, teachers check pupils' understanding well and have a clear picture of what pupils know and can do. However, in a few subjects, the checks on pupils' understanding do not provide teachers with the information they need about gaps or misconceptions in pupils' knowledge. In these subjects, it is difficult for teachers to provide pupils with opportunities to build on what they already know.

When this is the case, pupils do not develop their knowledge as well as they could.

The school aspires for pupils to develop a love of books and become fluent readers. Children begin their reading journey from the moment they start in the early years.

Staff are skilled in the teaching of phonics and early reading. They carefully select books to ensure they precisely match pupils' phonics knowledge. Those pupils at risk of falling behind are supported well to quickly gain the knowledge and skills they need to become confident, fluent readers.

Story time is a firm favourite.

Learning in the early years provides children with a firm foundation on which to build. Children learn how to socialise and to work independently.

They start to build their early reading, writing and mathematical knowledge well and understand how these skills link to other areas of learning. For example, children use their reading skills when carrying out map work and looking at different types of houses. Behaviour and personal development in the early years are very strong.

This is because staff form strong relationships with children, and their parents, prior to them starting school. Once in school, children settle quickly. They rapidly learn the behaviours expected of them.

This means children are well prepared for Year 1.

The school has robust and clear processes for identifying pupils with special educational needs and/or disabilities (SEND). The school monitors, evaluates and reviews interventions to check they meet pupils' needs.

Other agencies, such as speech and language therapists and educational psychologists, are utilised to make sure pupils with SEND receive the right support. This ensures equal opportunity to enable all pupils to develop a broad body of knowledge.

Pupils have very positive attitudes and commitment to their education.

They demonstrate high levels of motivation. The school motto 'to try is to triumph' is known and understood by pupils. They show resilience and determination when they face challenge and persevere until they achieve success.

The provision for pupils' personal development is exceptional. It sits at the heart of the school's values and its mission to develop pupils as responsible citizens. The school provides pupils with rich developmental experiences such as residential trips to Dartmoor.

Such opportunities develop pupils' perseverance, resilience and leadership skills. Pupils relish the roles and responsibilities afforded to them. These include being house captains and playground leaders.

Pupils learn how to become thoughtful and caring young people who respect and appreciate the diversity of the world in which they live.

Governors have a detailed knowledge of the effectiveness of the school's work. Governors hold the school to account for the quality of education and care pupils receive.

Staff are extremely proud to work at the school. They feel valued and respected.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not as effective in some subjects as in others. In these subjects, some pupils are not moved on quickly enough in their learning to really deepen their knowledge. The school needs to ensure assessment is equally effective in all subjects.