Landscove Church of England Primary School

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About Landscove Church of England Primary School

Name Landscove Church of England Primary School
Ofsted Inspections
Head of School Mrs Jill Ryder
Address Landscove, Nr Ashburton, TQ13 7LY
Phone Number 01803762656
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 88
Local Authority Devon
Highlights from Latest Inspection

What is it like to attend this school?

There is a strong sense of community at this school with strong Christian values. Many parents and carers travel long distances so that their child can attend Landscove. This is their school of choice.

Leaders prepare pupils well for life in modern Britain. Teachers ensure that pupils learn about local, national and global affairs. Pupils hold mature views on racism and climate change.

They respect how people with other faiths and cultures live in Britain. Pupils support many local and international charities.

Pupils are confident that they enjoy school.

They work hard in lessons. This is because staff have high expectations. These are set from the m...oment children enter the early years.

Behaviour in lessons is positive. Pupils are adamant that bullying does not happen. They told us that, through their life skills work, they know how to raise any concerns they may have, and that staff help.

Pupils say that they are all friends.

Pupils have many additional opportunities. Trips and visits in the curriculum help develop pupils' learning.

Pupils told an inspector that 'Trips help bring learning alive.' Children in the early years develop a curiosity for learning. This is because the curriculum captures their interest from the moment they start in Reception.

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

The quality of education is good. There has been considerable change in staff over the past few years. There is support in place to guide teachers new to the profession.

However, the support has not been specific enough. This has led to some inconsistencies in the planning and leadership of some subjects.

The quality of art is of a high standard.

Pupils develop knowledge and skills in a logical sequence. This enables pupils to build on what they already know. Children in Reception secure the fundamental knowledge and skills.

These develop as pupils move through the school. Pupils in Year 2 are able to critique the work of Van Gogh and Monet. They can discuss how their works link to their studies.

Older pupils are able to draw upon their knowledge of history to design and make Egyptian masks. Teachers find the curriculum as engaging as pupils. The physical education (PE) curriculum is also a strength.

However, this is not the case for all subjects. For example, computing and modern languages are not organised as well. The order of lessons is not thought out well enough.

This means that pupils do not build on what they have already learned. This leads to weaknesses in pupils' knowledge and understanding.

Reading is a strength of the school.

Over time, leaders have refined their approach to reading. This includes investment in books and staff training. Pupils are very positive about the books they read.

They are familiar with many authors. Books link to what pupils are learning. In Year 5 and 6, pupils say that their class book, 'Viking Boy', helps them with their Viking topic.

There are effective systems in place to help pupils who find reading challenging. This includes pupils with special educational needs and/or disabilities (SEND). Books match the sounds that pupils know.

This ensures that pupils develop confidence and fluency. Parents and carers recognise the value of reading. They support their children well.

Plans for phonics and early reading are well thought out. Children in the early years quickly learn the fundamental skills to read. Staff use language well in the classroom.

This helps children apply their reading skills to writing. Children are keen to write and to enjoy other activities. During the inspection, children were able to put in order the planets as part of their space topic.

This sense of achievement left children wanting to know more.

Pupils behave well in lessons. They are rarely disrupted from their work.

This is because most activities are well planned.

Pupils' attendance has improved. Nevertheless, some parents and carers continue to take their children on holiday during term time.

This means that pupils miss lessons that build on what they have learned. This leaves gaps in their knowledge and understanding.

The very small proportion of pupils with SEND achieve well.

Teachers know their pupils well. They match work closely to their ability. This ensures that pupils with SEND access the full curriculum.

This work is overseen by the trust. The resources and expertise from the trust ensure that pupils with SEND get the support they need to be successful.

Staff morale is high.

They are adamant that their well-being is at the forefront of leaders' decision making. One comment that encapsulates many was, 'This is a brilliant place to work.'


The arrangements for safeguarding are effective.

Leaders provide staff with regular training about keeping pupils safe. Staff know how to recognise a pupil that may be at risk of harm. The trust provides a range of additional support for vulnerable pupils and their families.

Pupils know how to stay safe. They told us that their 'Child Assault Prevent' (CAP) workshop gives them the confidence to use the internet safely. Pupils also say that the work with the NSPCC helps them to stay safe outside school.

Parents are clear in their views that their children are safe at school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Teachers who are in the early stages of their careers need further support to improve their subject planning. Where support is in place, teachers are able to pinpoint what pupils need to do next to be successful.

Leaders must ensure that all staff new to the profession are provided with the appropriate skills and expertise to be able to plan and deliver the whole curriculum. . Pupils are learning successfully.

However, in some subjects, the content is not organised as well as it needs to be. Plans do not show teachers enough detail about what pupils need to learn and when. In these subjects, leaders have not considered sufficiently what they want pupils to achieve by the end of each year group.

Leaders need to ensure that the content of all subject plans is carefully organised. This will enable pupils to develop their knowledge and skills in a logical order. .

Pupils' attendance has improved and is now in line with the national average. However, there are a few pupils who are persistently absent and do not attend as regularly as they should. Leaders must continue to be diligent, and challenge and support families and advise parents about the impact of taking their child on holiday during term time.

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