School etc

Exbourne Church of England Primary School

Exbourne Church of England Primary School

phone: 01837 851205

headteacher: Mrs Julie Luckhurst


school holidays: via Devon council

48 pupils aged 4—10y mixed gender
64 pupils capacity: 75% full

25 boys 52%


20 girls 42%


Last updated: June 19, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 260259, Northing: 101903
GPS coordinates
Latitude: 50.8, Longitude: -3.9843
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 14, 2014
Diocese of Exeter
Region › Const. › Ward
South West › Central Devon › Exbourne
Village - sparse

rooms to rent in Okehampton

Schools nearby

  1. 3.9 miles North Tawton Community Primary School EX202HB (149 pupils)
  2. 4.1 miles Winkleigh Primary School EX198JQ (168 pupils)
  3. 4.1 miles Hatherleigh Community Primary School EX203JB (171 pupils)
  4. 4.1 miles Okehampton Primary School and Foundation Unit EX201JB (618 pupils)
  5. 4.4 miles Okehampton College EX201PW (1318 pupils)
  6. 6 miles South Tawton Primary School EX202LG (192 pupils)
  7. 6.3 miles Northlew and Ashbury Parochial Church of England Primary School EX203PB (36 pupils)
  8. 6.6 miles Dolton Church of England Primary School EX198QF (36 pupils)
  9. 6.9 miles Spreyton School EX175AJ (27 pupils)
  10. 7.1 miles Gilead Foundation Christian School EX203HJ
  11. 7.3 miles Highampton Community Primary School EX215LE (26 pupils)
  12. 7.4 miles Bow Community Primary School EX176HU (104 pupils)
  13. 7.8 miles The Clinton Church of England Primary School EX203EQ (31 pupils)
  14. 8.1 miles Boasley Cross Community Primary School EX204JH (56 pupils)
  15. 8.6 miles Beaford Community Primary & Nursery School EX198LJ (87 pupils)
  16. 8.9 miles Black Torrington Church of England Primary School EX215PU (34 pupils)
  17. 9.1 miles Lapford Community Primary School EX176QE
  18. 9.1 miles Osho Ko Hsuan School EX187EX
  19. 9.1 miles Lapford Community Primary School EX176QE (52 pupils)
  20. 9.5 miles Chawleigh Primary School EX187HH
  21. 9.5 miles Bridestowe Primary School EX204EL (74 pupils)
  22. 9.5 miles Burrington Church of England Controlled Primary School EX379JG
  23. 9.5 miles Chulmleigh Community College EX187AA
  24. 9.5 miles Chulmleigh Community College EX187AA (562 pupils)

List of schools in Okehampton

School report

Exbourne Church of

England Primary School

Exbourne, Okehampton, Devon, EX20 3SQ

Inspection dates 14–15 January 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils’ progress in all year groups is strong
Reading is a strength of the school and, since
Children in Reception and Year 1 make
Pupils are taught well across the school and
Activities are interesting and engage the
and pupils achieve well.
the previous inspection, pupils’ achievement
in writing and the presentation of their work
have improved significantly.
particularly rapid gains in building confident
reading, writing and numeracy skills.
teaching assistants provide effective support
for learning.
pupils’ curiosity and interest. Discussion and
questioning by teachers help pupils to extend
their thinking skills and express their views.
In lessons, pupils work together well and
Pupils have positive attitudes to learning and
Good leadership and management have
Governors have strengthened school leadership
contribute enthusiastically. They concentrate
well and persevere with tasks.
they say they really enjoy lessons. They have
confidence in the adults who look after them
and feel safe.
ensured that weaknesses identified are tackled
and improvements made. Regular checks made
on the quality of teaching are helping the
school to improve.
because they know how well the school is
doing, challenge leaders and hold them to
account for improving the quality of teaching
and pupils’ achievement.
There are a few occasions when learning in
Pupils do not have good enough opportunities
lessons is not as brisk as it could be.
to assess their own work and identify targets
for improvement, this holds back higher
Support and monitoring of teaching, including
promoting high quality practice from across the
federation, have not been sharp enough to
promote more outstanding teaching.

Information about this inspection

  • The inspector observed six lessons of which one was observed jointly with the headteacher. He
    also scrutinised samples of pupils’ work and heard children read.
  • Meetings were held with staff, members of the governing body and groups of pupils. A
    telephone conversation was held with a representative from the local authority.
  • The inspector took account of the 19 responses to the online parent questionnaire (Parent
    View). Parents’ views were also gathered from informal conversations at the end of the school
    day. The views of staff were gathered through discussions and six questionnaire returns.
  • The inspector observed the school’s work and looked at documents, including improvement
    plans, safeguarding documents, checks on the quality of teaching, records relating to
    attendance, and the school’s data on pupils’ attainment and progress.

Inspection team

Peter Clifton, Lead inspector Additional Inspector

Full report

Information about this school

  • Exbourne Primary School is much smaller than the average-sized school.
  • Numbers of pupils in some year groups are very small and there is a higher than usual
    proportion of pupils who leave or join the school other than at the usual times.
  • Almost all pupils are of White British heritage.
  • The pupils are taught in three classes in the morning: Reception and Year 1; Years 2 and 3; and
    Years 4, 5 and 6. In the afternoon there are two separate classes.
  • The proportion of disabled pupils and those with special educational needs supported by school
    action is below average. The proportion supported at school action plus or with a statement of
    special educational needs is also below average.
  • The proportion of pupils supported by the pupil premium, which provides additional funding for
    children in the care of the local authority, pupils known to be eligible for free school meals and
    other groups, is very small.
  • The headteacher started at the school in February 2013.
  • The school is part of the Dartmoor Federation. This is a federation of five schools: Boasley Cross
    Primary; Bridestowe Primary; Exbourne Church of England Primary; Lydford Primary; and
    Okehampton College.

What does the school need to do to improve further?

  • Raise the quality of teaching so that most is outstanding and enables all pupils to maximise their
    achievement by:
    making sure that activities in lessons enable pupils to learn as well as they can and attain the
    highest levels possible
    giving pupils better opportunities to assess their own work and identify targets for
    improvement so that they can be more focused on their learning and always aim high
    utilising strengths from across the federation to promote high quality teaching, for example
    through coaching, and sharper monitoring of learning outcomes.

Inspection judgements

The achievement of pupils is good
  • Given the very small numbers in some year groups, there is variation in attainment, and pupils
    joining and leaving the school at various times which sometimes affects results. However,
    generally, children come into school in Reception showing typical levels of development for their
    age and by the time pupils leave the school in Year 6 their attainment is above average.
  • Over time, pupils’ progress has been stronger in Reception and Key Stage 1 than across Key
    Stage 2. However, samples of work seen and the school’s tracking show that pupils’ progress
    across different year groups is uniformly strong in English and mathematics. Pupils currently in
    Years 5 and 6 are on course to achieve well and attain levels that are above the national
    average in reading, writing and mathematics.
  • In 2013, pupils’ attainment in Key Stage 1 was higher in reading and writing than in
    mathematics and their progress more rapid. Since then, pupils’ progress in mathematics has
    accelerated because this has been a focus of the school’s effective improvement work. Pupils’
    attainment is rising as a result.
  • In the Early Years Foundation Stage, children’s skills in reading, writing and numeracy are
    developed strongly in lessons. Year 1 pupils tackle difficult texts and use their knowledge of
    letters and sounds (phonics) with considerable confidence and perseverance to read unknown
    words with accuracy.
  • Reading is a strength across the school. Older pupils in Years 3 to 6 read with considerable
    enthusiasm and share their favourite books with each other. Younger pupils in Years 1 and 2
    have good reading habits and, for example, appreciate the humour in stories. The proportion of
    pupils who achieve the expected standard in the Year 1 phonics screening check is well above
    national expectations.
  • Disabled pupils and those with special educational needs make good progress in line with their
    classmates. Their additional needs are well understood and additional help is provided so that
    they learn successfully.
  • The very small number of pupils supported by the pupil premium makes comparisons in
    attainment unreliable. School records and samples of work show that the current progress of this
    group of pupils is similar to other pupils in reading, writing and mathematics.
  • As part of their drive to raise aspirations and make the school even more effective, leaders have
    rightly set a target to increase the proportion of pupils working at the high Level 6 by the time
    they leave the school in Year 6.
The quality of teaching is good
  • Teaching across the school typically promotes pupils’ good progress in English and mathematics.
    Activities provided for different groups of pupils mostly help them to make good progress, and
    additional support is given where necessary to accelerate learning. Good, and sometimes
    outstanding, teaching ensures that pupils of different abilities have equally good chances to
    achieve well.
  • Relationships between staff and pupils are a strength of the school and learning in lessons is
    purposeful and enjoyable. Pupils comment that teachers are ‘strict but fair’ and that they are
    ‘always treated with respect’. Pupils have good attitudes to learning and try their best to do well.
  • Pupils’ work indicates that pupils mostly finish tasks and to do their best work. Pupils’ topic work
    in geography in Years 5 and 6, for example, is well presented and shows that pupils care about,
    and take pride in, their work. Pupils help each other when working in groups, for example when
    finding ways to investigate number problems in mathematics.
  • Teachers assess new pupils’ starting points and give these pupils work to move their leaning
    forward and, as a result, they make up any lost ground quickly and learn as successfully as
  • In Reception, children work well alongside the Year 1 pupils and join in with counting activities.
    They make rapid gains with reading and writing because basic skills are exceptionally well
    taught. Teaching ensures that they can apply their knowledge of phonics to read unknown
    words. These strong gains are clearly reflected in the samples of work in Reception and Year 1.
  • Teaching assistants provide valuable support for different groups of pupils, including helping
    less-able pupils, disabled pupils and those who have special educational needs to get the most
    out of the work they are set. Their contribution also ensures that Reception children listen well
    and concentrate hard on challenging work.
  • The use of targets, to help pupils understand what they need to do to improve, is developing but
    is not yet fully established. Pupils do not have sufficient opportunities to assess their own work
    in detail and set themselves clear goals for improvement; as a result, they are not able to
    maximise their efforts on improving their work. Marking typically gives pupils clear information
    about how to improve; pupils value the comments made and respond to them in future work.
  • There are occasions in lessons when learning is not as rapid as it should be. This happens, for
    example, when not enough work is covered in the time available and it takes too long for the
    pupils to move on to more demanding work.
The behaviour and safety of pupils are good
  • The behaviour and safety of pupils are both good. Pupils respond with considerable enthusiasm
    when asked about why they like coming to school. They are proud to show the range of
    certificates they receive in assembly for their good work and effort. They come to school
    regularly and attendance is improving due to the school’s effective actions and parents’ support.
  • Pupils get on well together and know that discrimination is not tolerated. Older pupils organise a
    range of play activities at break and lunch times and ensure that nobody feels left out.
    Cooperative games using skipping ropes are popular. At the end of play sessions they come into
    classrooms sensibly and safely, ready for learning.
  • Discussion confirms that pupils feel safe and secure in school and they say there is an absence
    of bullying. Older pupils often take on the responsibility as peer mediators to resolve any minor
    disagreements. Pupils have a clear awareness of e-safety and the potential dangers of cyber
    bullying and using the internet.
  • Parents and staff rightly think that pupils’ behaviour and their safety are strong aspects of the
    school. New pupils coming into the school are welcomed and quickly made to feel part of the
    school community. Parents’ responses to the online survey are highly positive about the school
    and about how well their children are cared for and like coming to school. These were cited by
    parents as strong reasons why they send their children to this school and would recommend it to
  • Pupils say that it is very unusual for their learning to be disrupted and that this has improved
    over the past year, when relationships and behaviour in the school were not as positive as they
    are now. This improvement is also reflected in the school’s behaviour log.
The leadership and management are good
  • Good leadership and management ensure that teaching enables pupils to achieve well. The
    headteacher, who moved to the school from within the federation, quickly identified those areas
    of the school which required improvement and began to move things forward. Professional
    development and robust monitoring have strengthened the quality of teaching.
  • Leadership and management of the Early Years Foundation Stage by middle leaders are highly
    effective and underpin the very positive start children receive.
  • Staff work well together as a team to implement change. The school’s work to improve writing
    and presentation has been successful. Leaders, including governors, recognise the potential of
    the federation to focus teaching on ensuring challenging Level 6 activities are available for the
    most able pupils, together with wider opportunities to promote their outstanding achievement.
  • The curriculum reflects the school’s religious character through regular opportunities for pupils to
    reflect and pray during assemblies and at the start of lunchtime. Pupils’ social, moral and cultural
    development is nurtured successfully by a range of well-chosen activities.
  • Leaders have used the additional money from the primary school sports funding to provide
    additional training for staff and to increase pupils’ participation in sport. Attendance at the after-
    school sports club has more than doubled since the beginning of September 2013. There are
    several sports events with other schools in the federation which pupils enjoy.
  • The local authority rightly has confidence in the headteacher and has judged that the school
    requires only light touch support. Additional funding was provided to the federation to support
    the change in leadership.
  • The governance of the school:
    The federation governing body has a good understanding of Exbourne School, supporting and
    challenging school leaders well. The governors regularly review their own effectiveness to
    ensure that they maximise their impact on improving pupils’ achievement, both within this
    school and across the federation. Governors understand how well pupils achieve when
    compared with other schools nationally and they challenge school leaders to expect high
    quality teaching from all teachers. Appropriate monitoring procedures ensure that governors
    have a clear understanding of how teachers’ performance and experience are linked to pay.
    Governors understand the specific needs of the school and work closely with the school to see
    the improvement plans through. They have checked on the use of pupil premium funding and
    how well it is improving pupils’ progress. The governing body ensures the school meets its
    statutory safeguarding requirements. They have undertaken sufficient training since becoming
    a federation to ensure that they have a clear understanding of their roles and responsibilities.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.

School details

Unique reference number 113410
Local authority Devon
Inspection number 423423

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 49
Appropriate authority The governing body
Chair Ian Courtney
Headteacher Alison Ewen
Date of previous school inspection 15–16 June 2011
Telephone number 01837 851205
Fax number 01837 851205
Email address reveal email: adm…


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