School etc

Oldway Primary School

Oldway Primary School
Higher Polsham Road

phone: 01803 557190

headteacher: Mr Peter Maunder

reveal email: adm…


school holidays: via Torbay council

684 pupils aged 3—10y mixed gender
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 %

rooms to rent in Paignton

Schools nearby

  1. Torhill @ the Polsham Centre TQ32SZ
  2. Torbay PRU TQ32SZ (39 pupils)
  3. 0.1 miles Sacred Heart Catholic School TQ32SH (243 pupils)
  4. 0.1 miles Sacred Heart Catholic School TQ32SH
  5. 0.3 miles Torbay School TQ32AL (51 pupils)
  6. 0.4 miles The Garage TQ46AA
  7. 0.5 miles Curledge Street Primary School TQ45BA
  8. 0.5 miles Curledge Street Academy TQ45BA (440 pupils)
  9. 0.6 miles Tower House School TQ45EW (185 pupils)
  10. 0.7 miles Greylands School TQ46ES
  11. 0.9 miles Foxhole Infants' and Nursery School TQ33UX
  12. 0.9 miles Foxhole Junior School TQ33XA
  13. 0.9 miles Hayes School TQ45PJ
  14. 0.9 miles Kings Ash Primary School TQ33XA
  15. 0.9 miles Hayes School TQ45PJ (441 pupils)
  16. 0.9 miles Kings Ash Academy TQ33XA (433 pupils)
  17. 1.1 mile Preston Primary School TQ26UY (316 pupils)
  18. 1.1 mile Paignton Community and Sports College TQ33WA
  19. 1.1 mile Paignton Community and Sports Academy TQ33WA (1361 pupils)
  20. 1.1 mile Preston Primary School TQ26UY
  21. 1.4 mile Clennon Valley C.O.YMCA TQ46NX
  22. 1.5 mile Advanced Education - Devon TQ47DQ (13 pupils)
  23. 1.6 mile Roselands Primary School TQ47RQ (301 pupils)
  24. 1.6 mile Collaton St Mary Church of England Primary School TQ33YA (205 pupils)

List of schools in Paignton

School report

Oldway Primary School

Higher Polsham Road, Paignton, Devon, TQ3 2SY

Inspection dates 26–27 June 2013
Overall effectiveness This inspection: Outstanding 1
Previous 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
high-quality governance.
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.

Inspection team

Rowena Onions, Lead inspector Additional Inspector
Catherine Beeks Additional Inspector
Terry Payne Additional Inspector
Wendy Marriott Additional Inspector

Full report

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.

Inspection judgements

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
    accelerated progress.
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
    coastal environment.
  • 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
    school’s pupils.
  • 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 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 113215
Local authority Torbay
Inspection number 412446

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 694
Appropriate authority The governing body
Chair Tim Cooper
Headteacher Peter Maunder
Date of previous school inspection 4 June 2009
Telephone number 01803 557190
Fax number 01803 663987
Email address reveal email: rece…


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