Oldway Primary School
phone: 01803 557190
headteacher: Mr Peter Maunder
624 pupils capacity: 110% full
345 boys 50%
335 girls 49%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 288696, Northing: 61305
- GPS coordinates
- Latitude: 50.441, Longitude: -3.5688
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 26, 2013
- Region › Const. › Ward
- South West › Torbay › Clifton-with-Maidenway
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Torhill @ the Polsham Centre TQ32SZ
- Torbay PRU TQ32SZ (39 pupils)
- 0.1 miles Sacred Heart Catholic School TQ32SH (243 pupils)
- 0.1 miles Sacred Heart Catholic School TQ32SH
- 0.3 miles Torbay School TQ32AL (51 pupils)
- 0.4 miles The Garage TQ46AA
- 0.5 miles Curledge Street Primary School TQ45BA
- 0.5 miles Curledge Street Academy TQ45BA (440 pupils)
- 0.6 miles Tower House School TQ45EW (185 pupils)
- 0.7 miles Greylands School TQ46ES
- 0.9 miles Foxhole Infants' and Nursery School TQ33UX
- 0.9 miles Foxhole Junior School TQ33XA
- 0.9 miles Hayes School TQ45PJ
- 0.9 miles Kings Ash Primary School TQ33XA
- 0.9 miles Hayes School TQ45PJ (441 pupils)
- 0.9 miles Kings Ash Academy TQ33XA (433 pupils)
- 1.1 mile Preston Primary School TQ26UY (316 pupils)
- 1.1 mile Paignton Community and Sports College TQ33WA
- 1.1 mile Paignton Community and Sports Academy TQ33WA (1361 pupils)
- 1.1 mile Preston Primary School TQ26UY
- 1.4 mile Clennon Valley C.O.YMCA TQ46NX
- 1.5 mile Advanced Education - Devon TQ47DQ (13 pupils)
- 1.6 mile Roselands Primary School TQ47RQ (301 pupils)
- 1.6 mile Collaton St Mary Church of England Primary School TQ33YA (205 pupils)
Oldway Primary School
Higher Polsham Road, Paignton, Devon, TQ3 2SY
|Inspection dates||26–27 June 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Pupils benefit from outstanding teaching and |
Pupils learn to become thoughtful, polite
There are many strengths in the way pupils
There is a broad and stimulating curriculum.
make rapid progress. From starting points
that are below the expectations for their age,
they learn quickly and by Year 6, standards in
English and mathematics are significantly
above those in other schools nationally.
young people. They gain the ability to
concentrate, to persevere, even when work is
difficult, and to collaborate extremely well
with each other. These are skills that prepare
them well for the next stage of their
are taught both by teachers and by teaching
Pupils benefit from high-quality teaching in a
wide range of subjects.
| The headteacher is the prime mover in |
Despite the fact that this school has been
The school is forward thinking, trying out and
The school actively and highly effectively
ensuring excellence. Staff, parents, carers and
pupils are right in expressing their admiration
for his vision and drive. The headteacher is
fully supported by the whole staff team and by
found outstanding in previous inspections, it
has never become complacent. The leadership
understands the need to be constantly self-
evaluative and to seek ways to make on-going
improvements in teaching and pupils’
adapting new initiatives, often to the benefit of
other schools locally and nationally, as well as
benefiting the school’s own pupils.
promotes pupils’ personal development, safety
and well-being, for example, through very
regular checking of site safety by governors
and through very well-planned personal, social
and health education.
Information about this inspection
- This inspection was carried out with half-a-day’s notice and took place over two days.
- The inspectors observed teaching in 35 lessons, 11 of which were joint observations with the
headteacher or deputy headteacher. They listened to two groups of pupils read and made a
number of short visits to other lessons.
- Meetings were held with staff, groups of pupils and three governors. A telephone conversation
was held with a representative from the local authority.
- A range of evidence was reviewed including: the school’s improvement plan; the school’s data
for tracking pupils’ progress; monitoring reports; pupils’ work in their books; and a range of the
school’s documentation, including that relating to safeguarding.
- The inspectors took into account 186 responses from parents and carers to the online Parent
View survey, and 67 responses to the staff questionnaire.
|Rowena Onions, Lead inspector||Additional Inspector|
|Catherine Beeks||Additional Inspector|
|Terry Payne||Additional Inspector|
|Wendy Marriott||Additional Inspector|
Information about this school
- This is a much larger than average-sized primary school.
- The proportion of pupils for whom the school receives the pupil premium (which is additional
government funding for pupils known to be eligible for free school meals, looked after children
and children of service families) is below the national average. There are currently no looked
after children in the school.
- The proportion of disabled pupils and those with special educational needs at school action is in
line with the national average. The proportion at school action plus or with a statement of
special educational needs is above average.
- The majority of pupils are White British.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Help pupils to further appreciate the relevance of what they learn in mathematics lessons by
widening the opportunities to use mathematics skills and knowledge in other subjects.
|The achievement of pupils||is outstanding|
- Pupils are active learners in lessons. In a Year 6 mathematics lesson, for example, they showed
persistence and resilience when looking for an arithmetic pattern in a challenging mathematical
investigation. Levels of concentration are high and are evident throughout the day, whether
pupils are working in English or mathematics or whether they are in art lessons or learning to
- As a result of this ability to learn, pupils make extremely strong progress throughout the school.
In Nursery and Reception, the children make outstanding progress in gaining important skills, in
particular in their personal, social and language development. This provides them with a very
effective springboard for their continuing strong progress in Years 1 and 2.
- Very well-taught basic skills mean that pupils systematically and very securely build their
competence and confidence in reading, writing and mathematics. By the end of Year 2,
standards in all three subjects are above those attained in other schools. By Year 6, they are
significantly above these.
- Pupils show themselves adept at using their speaking, reading and writing skills in other
subjects. For example, when Year 5 pupils were discussing the factors affecting plant growth,
they were able to understand and use vocabulary such as habitat, adaptation and
photosynthesis to develop their learning in science. Although, when given the opportunity to do
so, they show the ability to apply mathematical skills in the same way, there are fewer occasions
when they are able to practise and demonstrate this ability.
- Attention to detail means that the school very quickly identifies any areas where achievement
has the propensity to be less than excellent. Last year, for example, disabled pupils and those
with special educational needs at school action plus appeared not to have made the progress the
school expects. The cause of this was thoroughly investigated and actions were taken to ensure
there was no recurrence. As a result, the progress of all disabled pupils and those with special
educational needs is now at least as good as that of all others in the school.
- The robust tracking of all individuals ensures full equality of opportunity. The additional funding
available for pupils eligible for the pupil premium is well targeted to ensure that this group make
excellent progress, well in excess of the progress made by similar pupils nationally, although a
small gap exists between the standards these pupils and other pupils attain in English and
mathematics. This gap is less than six months in English and less than three months in
mathematics. This is much smaller than the gap that exists nationally. The school is working
hard and effectively to ensure the continuing reduction of this gap.
- The mix of their very well-developed ability to learn and the high standards they attain means
pupils are very well placed to be successful in the next stage of their education.
|The quality of teaching||is outstanding|
- There is a high proportion of outstanding teaching in the school. A large number of lessons seen
during the inspection were of high quality and pupils’ books show that this is the case
throughout the year.
- Teachers deliver lessons that are accurately based on what they know pupils can already do and
which demonstrate high expectations of the rate that pupils will learn. Vigilance in closely
monitoring and adapting their teaching to the needs of individuals in lessons means that time is
very productively used. Pupils complete large amounts of work during the year, so they have
great opportunity to gain, practise and consolidate skills.
- Pupil management is excellent. Because they are accurately challenged and provided with
interesting, lively and often practical activities, pupils stay on task and work hard. Nursery
children were, for example, given opportunity to undertake a wide range of practical counting,
sorting and drawing tasks which built on a visit to the zoo. This resulted in high-quality and
much enjoyed learning.
- The school has worked to improve teachers’ questioning skills and this is now a significant
strength. Teachers use questioning adeptly not only to check understanding, but to challenge
and deepen pupils’ thinking. For example, in an outstanding Year 4 mathematics lesson, pupils
were challenged to think about the practical context of what they were being asked to do when
using a calculator to work out, for instance, how many buses to order to take the school on an
- Through target setting and marking, pupils are made aware of the quality of their work and how
to make improvements. Pupils are set regular targets for improvement and there is on-going
reference to these in both lessons and in marking.
- Skilled teaching assistants are deployed very well to ensure that pupils have good amounts of
adult attention. Collaborative and detailed planning makes sure that pupils get high-quality
experiences no matter who is teaching them. For example, when Year 2 were reading in small
groups, both teachers and teaching assistants very successfully used detailed planning showing
what opportunities the text contained to deepen pupils’ ability to comprehend. The work of
teaching assistants is also skilfully used to support teachers in ensuring that pupils with
additional needs, including disabled pupils and those with special educational needs, make
|The behaviour and safety of pupils||are outstanding|
- Pupils’ behaviour is exemplary. The success of lessons is actively promoted by the respect pupils
demonstrate for each other and adults. Pupils are patient and understanding while others
answer questions and try hard to support each other where they can. A very successful focus on
collaborative working is evident in the way pupils work extremely productively together in pairs
or larger groups.
- As with all other groups in Oldway School, pupils hold very high expectations of themselves and
their classmates, for example, discussing behaviour in lessons in terms of the need not to ‘lose
focus’. The success of this high expectation of behaviour is evident in all lessons. Parents and
carers agree that high standards of behaviour are very successfully promoted in the school.
- Although lively and energetic, playtimes are relaxed and amicable periods which pupils greatly
enjoy. Pupils report feeling very safe, an opinion endorsed by their parents and carers. Pupils
have an excellent understanding of what constitutes bullying and the forms this might take.
They say there is little bullying in school and that which exists is dealt with promptly and very
effectively. The focus on promoting pupils’ understanding of cultural difference both in the
United Kingdom and abroad means that they show respect for the lives, customs and opinions of
others, so discrimination and racism are prevented.
- Pupils are acutely aware of some dangers they might meet out of school and demonstrate
knowledge of safety, for example, when using the internet. Water safety is also given high
priority. Pupils’ strong swimming skills are one aspect of helping them to keep safe in their
- Robust action has been taken to improve pupils’ attendance, for example, working to reduce the
taking of holidays in term time. This, together with working to support families who face
particular difficulties, has been very successful in improving attendance year on year.
|The leadership and management||are outstanding|
- The pupils benefit greatly from being in a school that is led by a visionary, hard-working and
determined headteacher. His drive, mixed with his ability to relate to others, makes his
leadership outstandingly effective.
- A strong understanding that being outstanding is a goal that needs to be worked on, even
though the school has been evaluated as such over more than six years, is shared by staff at all
levels and by governors. The drive for excellence is relentless. The hard work that is evident
from all staff is motivated by the wish to make provision as successful as possible for the
- This drive for excellence stops any complacency and means that the school is often at the
forefront of trying out, adapting and using educational initiatives. For example, becoming a
Teaching School (a school that takes a leading role in the training and professional development
of staff) has actively helped to increase the proportion of outstanding teaching at Oldway but it
has also influenced improvement in other schools both locally and nationally.
- School self-evaluation is detailed and accurate and is a key element in picking out even minor
aspects of school provision that the school sees as less strong. It is this attention to detail that
helps the school maintain its high level of effectiveness. Any improvements that are needed are
translated into detailed targets and where appropriate, these become key elements in staff
performance management and appraisal. The latter is very robustly managed and there is a tight
link between this and pay progression.
- Staff professional development is wide-ranging and often includes staff working together to help
each other strengthen skills. The impact of the leadership of improvement is clear in the
maintenance of, and gradual increase in, high levels of outstanding teaching. The local authority
provides light-touch support for this outstanding school.
- The school provides a varied and exciting curriculum that often brings subjects together so that
pupils understand that what they learn in one lesson can be used in others. This is most strongly
seen in English. Prior to the inspection, the school had rightly identified a need to strengthen this
understanding in mathematics by broadening opportunities to use mathematics in other
subjects. Pupils’ spiritual, moral, social and cultural development is encouraged throughout the
day in on-going routines and through high expectations. This development is also very
successfully promoted through the curriculum, including through high-quality provision for art,
music and physical education.
- There are extensive links with parents and carers, both routinely and where there is a particular
need. This plays its part, along with an emphasis on the importance of the individual and robust
safeguarding, in very effectively ensuring the well-being of the pupils. Parents and carers are
overwhelmingly positive about the education provided for their child.
- The governance of the school:
The governors have very detailed knowledge of attainment, progress and the quality of
teaching the school. They understand how this performance relates to other schools
nationally. They are proactive in helping to ensure that the school remains outstanding. The
governors share the headteacher’s view that as well as in promoting better education in the
wider context, the school’s pupils gain from taking a wider role in working with other schools
and institutions. Governors are very supportive, and understand the need to show this support
both by using their own expertise to enhance provision and by holding the school to account.
They visit the school regularly, and this provides them with both knowledge and opportunity to
challenge the school’s leadership at a variety of levels. They are extremely well informed
about systems for managing staff performance and the link with pay progression to reward
teachers who teach well. They are aware of what support has been given to teachers to
improve their teaching and the difference this has made. The governors have ensured that
funds, including the way pupil premium funding is spent, are very successfully used to
promote pupils’ achievement.
What inspection judgements mean
|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.
|Unique reference number||113215|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||694|
|Appropriate authority||The governing body|
|Date of previous school inspection||4 June 2009|
|Telephone number||01803 557190|
|Fax number||01803 663987|