School etc

Exeter Primary School Closed - for academy Dec. 31, 2012

see new Exeter - A Learning Community Academy

Exeter Primary School
Brayford Avenue

phone: 01536 *** ***

headteacher: Mrs G Lewendon

school holidays: via Northamptonshire council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Dec. 31, 2012
Reason closed
For Academy
OSGB coordinates
Easting: 488662, Northing: 288094
GPS coordinates
Latitude: 52.484, Longitude: -0.69583
Accepting pupils
3—11 years old
Ofsted last inspection
Feb. 22, 2012
Region › Const. › Ward
East Midlands › Corby › Exeter
Urban > 10k - less sparse

rooms to rent in Corby

Schools nearby

  1. Exeter Junior School NN188DL
  2. Exeter - A Learning Community Academy NN188DL (565 pupils)
  3. 0.3 miles Queen Elizabeth School NN171NE
  4. 0.3 miles Corby Community College NN171NE
  5. 0.3 miles Corby Technical School NN171TD (140 pupils)
  6. 0.5 miles Firdale School NN171TD
  7. 0.6 miles Forest Gate School NN171TR
  8. 0.7 miles Hazel Leys Nursery and Primary School NN180QF (259 pupils)
  9. 0.7 miles St Patrick's Catholic Primary School, Corby NN189NT (254 pupils)
  10. 0.7 miles Hazel Leys Junior School NN180QF
  11. 0.7 miles Hazel Leys Infant School NN180QP
  12. 0.7 miles Maplefields School NN180QP
  13. 0.7 miles Corby Primary Academy NN188QA (92 pupils)
  14. 0.8 miles Our Lady of Walsingham Catholic Junior School NN171EE
  15. 0.8 miles Our Lady of Walsingham Catholic Infant School, Corby NN171EE
  16. 0.8 miles Our Lady of Walsingham Catholic Primary School NN171EE (287 pupils)
  17. 0.9 miles Corby Old Village Primary School NN171UU (157 pupils)
  18. 1 mile Rockingham Primary School NN171AJ
  19. 1 mile Corby Kingswood Primary School NN189BE
  20. 1 mile Little Stanion Primary School NN188FY (151 pupils)
  21. 1 mile Kingswood Primary Academy NN189BE (257 pupils)
  22. 1 mile Rockingham Primary School NN171AJ (274 pupils)
  23. 1.1 mile Pen Green Centre for Children and Their Families NN171BJ (236 pupils)
  24. 1.2 mile Studfall Junior School NN172BT (442 pupils)

List of schools in Corby

13 December 2012
Ellen Wallace
Consultant Headteacher
Exeter Primary School
Brayford Avenue
NN18 8DL
Dear Ms Wallace

Special measures: monitoring inspection of Exeter Primary School

Following my visit with Alan Jarvis, Additional Inspector, to your school on 11–12

December 2012, I write on behalf of Her Majesty’s Chief Inspector of Education,
Children’s Services and Skills to confirm the inspection findings.

The inspection was the second monitoring inspection since the school became
subject to special measures following the inspection which took place in February
2011. The full list of the areas for improvement which were identified during that
inspection is set out in the annex to this letter. The monitoring inspection report is
attached and the main judgements are set out below.
Progress since being subject to special measures


Progress since previous monitoring inspection – satisfactory.

Newly qualified teachers should not be appointed.

This letter and monitoring inspection report will be posted on the Ofsted website. I

am copying this letter and the monitoring inspection report to the Secretary of State,

the Chair of the Governing Body and the Director of Children’s Services for


Yours sincerely

Linda Killman

Her Majesty’s Inspector

Serco Inspections
Cedar House
21 William Street
B15 1LH
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0121 683 3258
Direct email: reveal email: rach…


The areas for improvement identified during the inspection which took
place in February 2012

  • Raise achievement so that a greater number of pupils reach or exceed
    nationally expected attainment levels in English and mathematics by:
    bringing attendance levels at least in line with national averages
    enabling pupils to develop the skills needed to drive their own
    ensuring that assessment information is analysed rigorously and
    used to monitor the progress of different groups of pupils and target
    appropriate intervention when needed.
  • Eradicate inadequate teaching by September 2012 and raise the
    proportion of good or better teaching by:
    ensuring that work is matched to pupils’ needs and that they are
    given the appropriate support and challenge to accelerate their
    ensuring that pupils spend enough time actively learning in lessons
    developing teachers’ capacity to make assessments accurately and
    consistently sharing best practice so that good subject knowledge
    and effective teaching strategies are evident across the school.
  • Increase the capacity of leaders and managers at all levels to bring about
    and sustain improvement by:
    ensuring that data are analysed effectively to monitor and evaluate
    pupils’ progress across the school, particularly in key subjects
    developing consistent curriculum policies that are applied, monitored
    and evaluated for their impact on teaching and learning, and on
    pupils’ personal development
    ensuring that those responsible for identifying and monitoring the
    needs of disabled pupils and those who have special educational
    needs have the expertise to fulfil the role effectively.
  • Ensure safeguarding procedures meet requirements.
  • Improve behaviour in lessons and around the school by ensuring that the
    new policy and systems for managing behaviour are applied consistently.
    Special measures: monitoring of Exeter Primary School
    Report from the second monitoring inspection on 11–12 December 2012
    Inspectors observed the school’s work and observed teaching in all year groups.
    They scrutinised documents including safeguarding records, minutes of meetings
    and external monitoring reports. Inspectors met with the consultant headteacher,
    deputy headteacher, teaching staff, pupils, a group of parents and the Chair of the
    Governing Body. They looked at an extensive sample of pupils’ written work in
    English and mathematics.
    The substantive headteacher resigned with effect from August 2012. The interim
    consultant headteacher, oversees the school’s work with the deputy headteacher
    undertaking responsibility for the day-to-day running of the school. Two teachers left
    the school at the end of the summer term and two joined this term. A special
    educational needs coordinator seconded from Woodnewton – A Learning Community
    joined the school this term together with a social worker and a learning mentor.
    Responsibility for leading literacy has changed hands internally. Two permanent
    teachers have resigned with effect from the end of this term. The previously
    privately run nursery is now managed by the school and has amalgamated with the
    school’s Nursery class. The school’s admission number has increased to 90 in
    Reception. The school will expand by a third as these pupils move on through the
    school. Building works have begun to meet the demands of this expansion. The
    school’s conversion to academy status is imminent. The governing body is in the
    process of handing over to the new governing body of the academy.
    Achievement of pupils at the school
    Pupils’ achievement is improving steadily. The school’s 2012 national data show that,
    for the first time in four years, standards in mathematics in Year 2 reached the
    broadly average range. Attainment in reading and writing remained below average
    but improved on the previous year. Year 6 pupils’ attainment in English and
    mathematics rose marginally but remained below national averages. Pupils in Year 1
    are making good progress in literacy and numeracy. In other year groups, most
    pupils are making reasonable progress in English and mathematics and the
    proportion making good progress is rising. Daily teaching of letters and sounds
    (phonics) and regular reading sessions are strengthening pupils’ reading and writing
    skills. Pupils are writing much more with increasing independence. They are using
    adventurous words and more complex sentences. However, their work is too untidy
    and they make careless mistakes in spelling. Pupils draft their writing on ‘wipe-off
    boards’ before making a clean copy in their books. This means that they are unable
    to look back and see where mistakes were made so that they can remember to
    avoid them next time. Pupils are steadily developing their mathematical skills in
    solving problems.
    Disabled pupils, those with learning and/or behavioural difficulties, those who speak
    English as an additional language and pupils who are known to be eligible for free
    school meals, are all making much better progress. This term, the school has
    invested in a range of programmes and extra help for all of these groups. These are
    helping them to make significant gains in their learning. For example, in the nurture
    class, good teaching in small groups and a well-planned curriculum is meeting the
    needs of pupils who have behavioural, social and emotional difficulties well. These
    pupils are gaining ground rapidly in developing their literacy and numeracy skills and
    in their personal development. Pupils attending this group were seen working hard
    at challenging tasks with good attitudes. No time was wasted and they worked
    Progress since the last monitoring inspection on the areas for improvement:
     raise achievement so that a greater number of pupils reach or exceed
    expected attainment levels in English and mathematics


The quality of teaching

An increasing proportion of teaching is good and less is inadequate; it is adequate
overall. Over time, some teachers’ performance is variable. It peaks at the good
range then slips back into teaching that requires improvement or, occasionally,
teaching that is inadequate, especially when subject knowledge is weak. Most
lessons are suitably structured and move along at a swift pace. Pupils are kept alert
with frequent opportunities to discuss, explain their thinking and self-assess their
performance. Teachers use interactive whiteboards confidently to illustrate teaching
points. In particular, all staff apply the behaviour code consistently and model good
manners and social skills well.
Pupils are encouraged to recognise and apply the features of good learning and
thinking. For example, children in the Early Years Foundation Stage know exactly
what to do to show that they are listening carefully, while older pupils are able to
recognise when they have persisted with a piece of work. Teaching, including
effective support from teaching assistants, is making a positive contribution in

developing pupils’ good attitudes and willingness to learn. A trawl of pupils’ work

revealed that where marking in English was better at the last visit it has tailed off,
while marking in mathematics has improved. This inconsistency remains an issue for
the school to tackle. Similarly, the accuracy shown by teachers in identifying the
level that pupils were working at in July is currently more variable.
Progress since the last monitoring inspection on the areas for improvement:

 eradicate inadequate teaching by September 2012 and raise the

proportion of good and better teaching – satisfactory.

Behaviour and safety of pupils

Pupils’ behaviour is improving impressively. No pupils have been excluded this term

and none have left the premises without consent. During the inspection, pupils
proved their ability to settle quickly to their work without fuss. They took part in
their Christmas productions, performing to large audiences in the hall, and later
worked well in class. The school’s careful monitoring of absence, together with
helpful support and guidance for families, ensures that attendance is improving. It is
very close to the national average. Most pupils who were previously persistently
absent are attending regularly. In lessons, most pupils are happy, increasingly
confident learners who are keen to discuss their work. They are quick to help each
other in groups and congratulate each other’s achievements. Good support for pupils
with complex behavioural, social and emotional difficulties is boosting their self-
esteem and helping them to develop their personal and social skills. The curriculum
is developing pupils’ understanding of bullying and of what they need to do to
become even better learners. Parents and carers confirmed that behaviour in the

school is ‘not a problem’.

Progress since the last monitoring inspection on the areas for improvement:

 improve behaviour in lessons and around the school by ensuring that the

new policy and systems for managing behaviour are applied consistently –


The quality of leadership in and management of the school

The governing body has ensured that arrangements for the school’s transition to its

new academy status are secure and that procedures have been followed correctly.
The existing governing body is not fully operational. The shadow governing body is
active and ready to take over once conversion is complete. Meanwhile, a temporary
Chair of the Governing Body ensures that statutory responsibilities are met.
Safeguarding arrangements meet requirements. However, safeguarding has not
been discussed recently by the governing body.
The consultant headteacher and the deputy headteacher are driving the school
forward determinedly. Improvement to the provision for those groups of pupils at
greatest risk of underachievement is helping them to make better progress.
Inadequate teaching is addressed quickly and effectively, and more teaching is good.
Leaders and managers are coached and tutored to develop their skills. The English
and mathematics subject leaders and the special educational needs coordinator are
taking on increasing responsibility for training staff, developing the curriculum,
monitoring curriculum planning and checking pupils’ work for progress. The spread
of leadership and management responsibility is gradually widening. However,
monitoring the quality of teaching and analysing data about pupils’ achievement is
undertaken almost exclusively by the deputy headteacher
The curriculum provides suitable structure to ensure adequate coverage of subjects.
Its focus on literacy and numeracy is contributing to pupils’ improving achievement.
The quality of teaching and learning in subjects other than English and mathematics

is not checked by subject leaders. The school’s interior is bright, well-organised and

showcases pupils’ work well. Nonetheless, it underplays the promotion of literacy

and numeracy in displays.
Parents and carers are satisfied with the progress that their children are making,
especially in reading. Some feel better informed about their children’s progress than
Progress since the last monitoring inspection on the areas for improvement:

 increase the capacity of leaders and managers at all levels to bring about

and sustain improvement – satisfactory

 ensure safeguarding procedures meet requirements – good.

External support

The local authority provides satisfactory support and fulfils its responsibility to
monitor the school’s progress. It has helped the school to plan for the increase in
numbers of pupils attending now and in the future, ensuring that accommodation is
suitable. The school employs a consultant who is developing the role of middle
leaders and provides an additional external view of the school’s performance.

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