Langford Budville Church of England Primary School

Highlights from Latest Inspection

Outcome

There has been no change to this school's overall judgement of good as a result of this ungraded (section 8) inspection.

However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now. The school's next inspection will be a graded inspection.

What is it like to attend this school?

Since joining the federation, leaders have guided the school through a period of significant staffing and leadership changes.

The school is now in a more stable position. Together, staff and governors are determined for all pupils to be successful. The curriculum has been strengthened to ensure high expectations are i...n place for pupils.

This work is making a difference to the quality of education. However, it is early days. Pupils do not yet build their knowledge well across the curriculum.

Langford Budville Church of England Primary School is a place where everyone is included. The school has created an environment that makes pupils feel safe and welcome. High-quality pastoral support is integral to the school's work.

This includes 'Sid' and 'Marley', the dogs who are well-love members of the school community.

The school is at the heart of the community. For example, pupils have made bug hotels and bird boxes for the village.

A café is set up in the village hall for pupils to show case their work. Pupils' personal development is a strength of the school. Meaningful visits enhance the curriculum.

For example, pupils visit Paignton Zoo to enrich their learning in science.

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

The school has worked on the design of the curriculum. The knowledge pupils need to know and remember has been identified across subjects.

The intended curriculum is sequenced progressively to promote pupils building their knowledge based on what they know and remember. However, curriculum development is in its infancy. The intended curriculum is not followed closely enough by teachers.

As a result, some pupils do not build their knowledge securely based on what has been taught before. They do not remember their learning well across subjects. This includes those pupils with special educational needs and/or disabilities (SEND).

Staff receive support to strengthen their teaching of the curriculum. For example, in mathematics, the school has worked on the structure of lessons to prioritise the teaching of vocabulary. In some subjects, teachers use questioning well to identify and address misconceptions.

However, in other subjects, assessment is not yet precise in identifying what pupils know and remember. As a result, pupils have unknown gaps in their knowledge and so do not deepen their understanding securely.

Promoting an enjoyment of reading is a school priority.

The school has developed the reading curriculum to ensure pupils are exposed to a wide variety of books. Texts cover a range of genres as well as promote pupils' understanding of diversity. A termly reading café encourages pupils and their families to share and enjoy books together.

A new phonics curriculum is in place to help pupils learn to read. To support this, staff receive training to strengthen their expertise. This helps pupils to grasp the basics of reading.

However, some pupils do not get the individual support they need to catch up. Gaps in the phonics code are not addressed quickly enough to develop their reading knowledge securely. As a result, these pupils find it harder to access the curriculum.

To make the school calm and orderly, routines and expectations are set for pupils to follow. Staff take time to build positive relationships with pupils. This helps them to learn in a nurturing and supportive environment.

Additional support is provided for pupils who might struggle to manage their behaviour. The school works with families to improve attendance.

Pupils are supported well to develop beyond the academic.

For example, pupils learn about sustainability when they walk to collect their annual Christmas tree. Books are used to support pupils' understanding of the wider world. For example, pupils read 'Here We Are' to promote a sense of identity and belonging.

Pupils are taught how to keep themselves healthy and safe. For example, they learn about the dangers of smoking and alcohol use.

Governors have an accurate view of the school.

Alongside leaders, they are clear on the school's priorities and what needs to be done to develop the school further.

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 are not following the intended curriculum closely enough.

As a result, pupils are not building on or remembering what they are taught. The school must ensure the designed curriculum is followed with precision to enable all pupils to learn well across the curriculum. ? Assessment is not yet effective across the curriculum to check what pupils know and remember.

Some pupils have unknown gaps in their knowledge. The school must ensure that assessment is effective across subjects to check what pupils know and remember. ? Some pupils are not supported well enough to grasp the basics of reading.

As a result, these pupils do not become confident, fluent readers quickly. The school must ensure that pupils get the support they need to learn to read successfully.

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in January 2014.