|Name||Watcombe Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||31 October 2017|
|Address||Moor Lane, Torquay, Devon, TQ2 8NU|
|Religious Character||Does not apply|
|Number of Pupils||245 (56% boys 44% girls)|
|Number of Pupils per Teacher||18.5|
|Percentage Free School Meals||31.8%|
|Percentage English is Not First Language||2.4%|
|Pupils with SEN Support||13.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. This school is an average-sized primary school, and most pupils attending the school are of White British heritage. The proportion of pupils known to be eligible for the pupil premium is well above that found nationally. The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress in English and mathematics. The proportion of pupils supported by an education, health and care plan or who have a statement of SEN is well above average.
Summary of key findings for parents and pupils
This is a good school Leaders have created a strong relationship with the wider school community. Parents trust school leaders to act in the best interests of all pupils. The progress that pupils make across key stage 2 is strong, particularly in reading and mathematics. As a result, the proportion of pupils who meet age-related expectations in reading, writing and mathematics by the end of key stage 2 is well above the national average. Adults develop pupils’ reading skills effectively and pupils develop a love for reading. The proportion of pupils who reach the threshold in the phonics screening check has increased over time. The number of pupils who achieve this is now above the national average. Leaders use pupil premium funding well to improve the progress that disadvantaged pupils make in reading and mathematics. However, for some pupils, especially disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities, the progress made in writing is not as strong. Staff receive high-quality professional development opportunities. As a result, the quality of teaching is good so that, overall, pupils make strong progress from their starting points. However, across the school most-able pupils are not consistently challenged. Pupils conduct themselves well across the school. Adults have high expectations for conduct that pupils are keen to meet. The pupil leadership team is a strength of the school. Pupils have influenced the school’s ethos and they feel valued. The early years provision is rich and stimulating. Children enjoy the range of activities available and make strong progress. Leaders have an accurate view of the school. They prioritise areas for improvement based on a secure understanding of strengths and areas to develop. Teachers build supportive relationships with pupils. On occasion, some teachers are not quickly identifying pupils’ misconceptions in lessons. Over time, leaders have worked hard to reduce absence rates, and these continue to improve. However, some groups of pupils miss too much school. Pupils are safe in school. Leaders act swiftly to escalate concerns that they may have about any pupil’s welfare. Pupils have rich opportunities to develop their skills across the curriculum, particularly in art and design, in which pupils produce work of a high standard.