Mary Tavy and Brentor Community Primary School

About Mary Tavy and Brentor Community Primary School Browse Features

Mary Tavy and Brentor Community Primary School


Name Mary Tavy and Brentor Community Primary School
Website http://www.marytavyandbrentorpri.co.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 09 November 2011
Address Mary Tavy, Tavistock, Devon, PL19 9PR
Phone Number 01822810384
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 79 (45% boys 55% girls)
Number of Pupils per Teacher 19.6
Local Authority Devon
Percentage Free School Meals 3.8%
Percentage English is Not First Language 2.5%
Persisitent Absence 8.6%
Pupils with SEN Support 30.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a small school. It serves the local area, but with some pupils coming from further afield. The overall proportion of pupils with special educational needs and/or disabilities is below average as is the proportion of pupils known to be eligible for free school meals. All of the pupils are White British. The school has three classes. One class is for children starting school in the Early Years Foundation Stage and pupils in Year 1. A second class is for pupils in Years 2, 3 and 4, and a third class is for pupils in Years 5 and 6. The school is accredited with the Healthy Schools award.

Main findings

This is an outstanding school. Parents and carers are very pleased with the provision. Typical of the comments from them were, ‘It has a great atmosphere, with fantastic staff and very well-behaved, very well-educated and happy children.’ Children have an excellent start in the Early Years Foundation Stage where strong provision helps them make outstanding progress. As a result of outstanding teaching throughout the rest of the school, pupils’ achievement is very good and their attainment is significantly above average by the end of Year 6. Staff and pupils get on extremely well together. All pupils are thoroughly encouraged and do their best. As a result, all groups of pupils, including those who are more able and those with special educational needs and/or disabilities, become highly confident and enthusiastic learners. Lessons are very well designed to draw on pupils’ interests and challenge them at the same time. Excellent curriculum planning ensures that the most is made of all opportunities. Pupils’ learning is strongly enhanced through links with other local schools, partner organisations and the local community. As part of its work to gain the Healthy Schools award, the school ensures its pupils are healthy and fit and have an excellent knowledge about how to stay this way. All pupils have a strong voice in school affairs; for example, the pupils were largely responsible for designing the school garden. In addition, through their full involvement in organising charity fundraising and their participation in local village events, pupils make an outstanding impact on the community. Some good efforts have been made to establish links with communities further afield. However, there are insufficient chances for pupils to engage with people from other cultural backgrounds. The school has already prioritised this area for development. Top-quality provision for care, guidance and support ensures that all pupils feel completely safe and very well looked after. They very much enjoy their time at school and their attendance is above average. Their behaviour is excellent. Pupils are very supportive of each other and very friendly. For example, older pupils show a very mature and sensible approach towards helping younger pupils. They show a very good level of moral and social awareness. Staff are rigorous in seeking all possible ways of supporting pupils with special educational needs and/or disabilities. As a result the individuals concerned make excellent progress. The headteacher does an outstanding job. She sets high expectations for staff in terms of continually striving to provide the best possible quality of education for the pupils. She works hard with staff and governors to ensure that all aspects of school improvement planning move forward rapidly. As a result, teaching, pupils’ achievement and school facilities have improved at a very good pace since the school’s previous inspection. Staff work together as a very strong team. They are enthusiastic, fully committed and have a very good understanding about where the school is successful and areas that can be further improved. In particular, they have a very good understanding about how well individual pupils are progressing. They use this knowledge exceptionally well to ensure that all pupils reach their full potential. Excellent communication ensures that parents and carers are fully informed about and involved in supporting their children’s learning. The governing body works very well. It monitors the school’s performance very carefully. Governors are proactive in seeking ways to support staff as well as holding them to account. The governing body has established high-quality safeguarding procedures and ensures these are fully embedded in the day-to-day work of the school. Comprehensive and accurate self-evaluation, success in sustaining and enhancing high performance in recent years and clear plans to guide future improvement mean the school has an excellent capacity to move from strength to strength in the future.