Pilgrim Primary School
phone: 01752 225319
headteacher: Mrs Susan Jones Bsc Ma
420 pupils capacity: 42% full
90 boys 51%
85 girls 49%
Last updated: Sept. 1, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 247475, Northing: 54923
- GPS coordinates
- Latitude: 50.374, Longitude: -4.1463
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 12, 2013
- Region › Const. › Ward
- South West › Plymouth, Sutton and Devonport › St Peter and the Waterfront
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- The South West Plymouth Education Trust
- 0.2 miles The Cathedral School of St Mary PL15HW (112 pupils)
- 0.2 miles The Cathedral School of St Mary PL15HW
- 0.3 miles St Peter's CofE Primary School PL11TP (181 pupils)
- 0.3 miles Fletewood School at Derry Villas PL46AN (66 pupils)
- 0.3 miles Wolsdon Street School PL15EH
- 0.4 miles St Peter's CofE Secondary School PL15EG
- 0.4 miles Plymouth College of Art PL48AT
- 0.4 miles University of Plymouth PL48AA
- 0.5 miles Martin's Gate Pupil Referral Unit PL40AT
- 0.5 miles Mount Street Primary School PL48NZ (221 pupils)
- 0.5 miles Stuart Road Primary School PL15LL (249 pupils)
- 0.5 miles St Andrew's Cof E VA Primary School PL13AY (202 pupils)
- 0.5 miles St Dunstan's Abbey School PL13JL
- 0.5 miles A.C.E - Alternative Complementary Education PL40AT (154 pupils)
- 0.5 miles Plymouth School of Creative Arts PL13DN (115 pupils)
- 0.6 miles Plymouth High School for Girls PL46HT (786 pupils)
- 0.6 miles Immanuel School PL48JD
- 0.7 miles High Street Primary School PL13SJ (227 pupils)
- 0.7 miles Holy Cross Catholic Primary School PL49BE (220 pupils)
- 0.7 miles Devonport High School for Boys PL15QP
- 0.7 miles Stoke Damerel Community College PL34BD
- 0.7 miles Penlee Secondary School PL34BD
- 0.7 miles Devonport High School for Boys PL15QP (1165 pupils)
- 0.7 miles Stoke Damerel Community College PL34BD (1430 pupils)
Pilgrim Primary School
Oxford Street, Plymouth, PL1 5BQ
|Inspection dates||12–13 March 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.
| All pupils make outstanding progress at this |
Children joining Reception quickly acquire the
Those pupils who are at an early stage of
Pupils who left Year 6 in 2012, including
Teaching is outstanding because teachers
Marking of work is a particular strength and
school, especially in learning to read and
write, and in developing skills of numeracy.
communication and social skills needed to
learn effectively. Many children start school
with limited social skills, but by Year 1 they
concentrate well and work independently and
learning English rapidly become confident in
those who were disabled or had special
educational needs, made outstanding
progress. Many reached or exceeded average
standards and all exceeded national averages
in all measures of progress.
have very high expectations of their pupils
and use assessment exceptionally well to plan
suitable work. Teachers and their assistants
are highly skilled at teaching pupils to read
and in giving support to those who need it.
pupils greatly appreciate the quality of the
feedback they receive.
| Relationships with adults and between all |
There has been excellent improvement since
Teachers’ performance is managed very well
The pupil premium is used very effectively to
The governing body is very effective in
pupils, who come from a diverse range of
backgrounds, are excellent and promote
outstanding behaviour. Pupils are punctual and
attend well, their attendance being above the
average for similar schools.
the previous inspection, with a year-on-year
rise in pupils’ attainment and progress in both
English and mathematics. This is because
leaders and managers use data exceptionally
well, tracking the progress of individuals and
potentially disadvantaged groups to identify
needs and enable more rapid progress.
and their morale is exceptionally high.
enhance the progress of eligible pupils. As a
result, there is little difference in the
attainment or progress of those pupils eligible
for the pupil premium when compared with
challenging school leaders and monitoring the
school’s work, deploying all its resources to
ensure continued exceptional pupil
Information about this inspection
- Inspectors observed 20 lessons or part lessons taught by eight teachers. They made briefer
observations of other activities, such as an assembly, and heard some Year 2 pupils reading.
Some of these activities were conducted jointly with the headteacher.
- The inspectors held meetings with staff, groups of pupils and members of the governing body,
and had a telephone conversation with a representative of the local authority.
- The inspectors reviewed documentation including that relating to pupils’ progress and
achievement, their safety, and the school’s evaluation of its own improvement.
- The responses of staff to a questionnaire were analysed. Four parents submitted their views on
Parent View, but this was too small a number for the inspectors to see the results. However,
evidence of the views of parents collected by the school was analysed.
|Paul Sadler, Lead inspector||Additional Inspector|
|Mary Usher-Clark||Additional Inspector|
Information about this school
- This primary school is of smaller-than-average size and serves part of the city centre.
- The housing in the area includes temporary accommodation and short-term lets. As a result,
only about two thirds of the pupils remain at the school throughout their primary school careers,
which is well below average.
- The proportion of disabled pupils and those with special educational needs supported by school
action is average, while the proportion supported by school action plus or with statements of
special educational needs is well above average. These pupils have a range of needs that include
physical disabilities and moderate learning or behavioural difficulties.
- More than half the pupils are eligible for the pupil premium, which is well above average. The
pupil premium provides additional funding for children in local authority care, pupils eligible for
free school meals and children of families in the armed services.
- More than one quarter of the pupils speak a language other than English at home, which is well
above average. The languages they speak at home include Arabic, Kurdish and Portuguese.
Many of these pupils are at an early stage of learning English when they join the school.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- In September 2012, the school became a founder member of the South-West Plymouth
Educational Trust. The trust comprises six primary schools and other providers of educational
services for children from birth to age 11.
What does the school need to do to improve further?
- In order to close the remaining gap in achievement in writing between pupils eligible for the
pupil premium and others, as has been successfully achieved in both reading and mathematics:
broaden the range of experiences on which these pupils can base their writing.
|The achievement of pupils||is outstanding|
- Children start school with skills and knowledge that are, on average, well below those expected
for their age. This is especially true in respect of their social and communication skills. These and
other skills develop very rapidly in Reception, by the end of which their attainment is much
closer to that which is expected at that age.
- Pupils learn to read very quickly. By the end of Year 2 most can read a simple text without help.
Pupils in Year 6 are enthusiastic about reading and read widely. They told an inspector about
authors whose work they enjoyed, such as David Walliams and Jacqueline Wilson, and could also
explain why they had enjoyed some books more than others. They explained how they used the
internet for research, for example into local historical figures such as the Pilgrim Fathers.
- Attainment in reading, writing and mathematics at the end of Years 2 and Year 6 has been rising
steadily since the last inspection in 2009 and is now average by the end of Year 6.
- Among those pupils who left Year 6 in 2012, all made at least the progress expected of them
between Years 3 and 6 in reading and writing, and almost all did so in mathematics. The
proportions making even better progress than this were well above the national average in all
- The school’s excellent analysis of data shows that differences in performance between those
pupils eligible for the pupil premium, as shown by their average point scores, and other pupils
have been eliminated in reading and mathematics, and that the gap is rapidly closing in writing.
Some of the current pupils have limited experiences on which to base their writing, and school
leaders rightly intend to use some of the pupil premium funding to broaden their horizons.
- Pupils who are disabled or with special educational needs make excellent progress because of
the high quality and well-planned additional support they receive. Importantly, this enables them
to continue to make outstanding progress with less help in the future.
- Pupils who arrive at an early stage of learning English acquire the necessary skills in the
language extremely quickly. They then make remarkable progress, so that by Year 6 their
attainment in English and mathematics is in line with that of their peers.
- Pupils rapidly develop other skills, including those of using information and communication
technology (ICT), and of learning independently and in groups, for example when Year 2
planned and performed their own playlets based on the book
Not Now, Bernard
- Pupils who arrive partway through their school careers settle in quickly and are soon making
- More able pupils make very rapid progress and some are successful at the highest level in
national tests at the end of Year 6, where such pupils were, for example, observed calculating
the areas of complex irregular polygons. The success of the diverse groups of pupils described
above demonstrates the school’s outstanding commitment to equality of opportunity for all its
|The quality of teaching||is outstanding|
- The impact of teaching on pupils’ achievement is outstanding because all teachers and their
assistants have the highest expectations for their pupils and implement similar routines
throughout the school with which pupils become very familiar. They are expected to work hard
and do so.
- In Reception, staff work successfully with small groups of children to ensure they make rapid
progress in their social and communication skills, for example when taking snack time together.
- Teachers use assessment exceptionally well to design challenging tasks that meet the needs of
all their pupils. In outstanding teaching in Year 5, pupils were asked to plan a celebration based
on the final act of
A Midsummer Night’s Dream
. They were asked to fit a series of events of
increasing complexity relating to their abilities, into a time frame using the 24-hour clock. This
task was very demanding, but through lively discussion, calculations and annotation, the group
was successful. This lesson was also a good example of how pupils are asked to apply their skills
in order to solve problems, and was successful in developing their social and cultural
- Teachers use resources such as ICT very well to make learning relevant to pupils. In Year 6,
before pupils solved problems involving area, they were shown a short video demonstrating how
an understanding of area is important in jobs such as an architect or carpet layer.
- The teaching of reading is a notable strength. Teaching of letters and sounds (phonics) is brisk
and is very carefully targeted at the next stage of pupils’ learning. Staff, including teaching
assistants, are very well trained in this and other aspects of their work, and know how to enable
disabled pupils, those with special educational needs or who are at an early stage of learning
English, to make excellent progress in their learning.
- Teachers use questioning very well to ensure that all pupils understand the work. In Year 3,
when teaching the use of connectives in sentences, the teacher directed questions to individual
pupils who might have struggled with the concept.
- Marking and feedback to pupils are notable strengths, as pupils recognise. They say they know
how to improve their work and what to learn next, and from Year 3 how their attainment relates
to national expectations for pupils of their age.
|The behaviour and safety of pupils||are outstanding|
- Pupils learn and play together exceptionally well. On starting in Reception, many need to learn
skills such as listening, sharing and turn taking, which they do quickly. In lessons in Years 1 to 6,
pupils’ excellent behaviour enhances the pace of learning as the pupils respond quickly to adults’
instructions and stick to the tasks they are set. When required to work in groups they do so
happily, engaging in lively, intelligent discussion that helps everyone to learn quickly.
- Outside the classroom, pupils from a diverse range of social, linguistic and ethnic heritage play
exceptionally well together. The many pupils who arrive new to the school after Reception are
quickly accepted by their peers. Pupils are polite and care for each other, reflecting the excellent
development of good relationships within the school.
- Pupils say that very occasional cases of bullying are handled very well by staff. They feel safe
and trust the adults who care for them. School surveys show that parents have few concerns
about behaviour or bullying. Very rare incidents of racist name calling are taken extremely
seriously, showing that the school does not tolerate discrimination. The school’s records show
that very low levels of misbehaviour have been maintained for several years.
- Pupils are aware of different forms of bullying, such as cyber bullying, and know how to keep
themselves safe. The school has rightly placed particular emphasis on teaching safe use of the
internet, in particular the dangers of using social networking sites that may be available through
older siblings or parents. Pupils respond very well, explaining the potential risks and
demonstrating their very good moral and social development.
- Pupils are punctual to school and to lessons. Attendance is above average and improving. Rapid
action is taken when any potentially persistent absence is spotted.
|The leadership and management||are outstanding|
- Outstanding leadership in recent years has enabled the school to improve rapidly since the
previous inspection. A key feature is the exceptional use of data to identify any arising weakness
and to ensure that all groups of pupils achieve equally well. This has led to accurate
assessments of the school’s strengths and weaknesses, leading to very effective action to rectify
- Improving and maintaining the high quality of teaching is a priority for school leaders. Teachers’
performance is regularly checked. These checks are accurate and are linked appropriately to any
increases in teachers’ salaries. Very effective training is provided, which has been enhanced
recently by the school’s membership of the South-West Plymouth Educational Trust which has
given staff opportunities to work with colleagues from other schools, sharing best practice.
- The leadership of subjects, including English and mathematics, and of aspects, such as provision
for pupils who are disabled or have special educational needs, is outstanding and contributes
strongly to the excellent progress of all pupils.
- Resources such as the pupil premium are used very well for their intended purpose, such as to
provide one-to-one tuition or short, intensive teaching programmes to enable pupils to make up
lost ground. Their impact is checked and evaluated very effectively.
- The excellent curriculum offers pupils a wide range of opportunities to develop their
understanding in a range of subjects including Spanish, local history and geography, and the
spectrum of world faiths, enhancing their spiritual development. While there are many
educational visits, school leaders have rightly identified a need for some pupils eligible for the
pupil premium to have even wider experiences in order to broaden the scope of their writing.
Pupils are excited by the very good range of clubs and sporting opportunities provided in and
- The school has very good relationships with parents, including those who might not readily
communicate with the school who are helped by a parent support adviser. Surveys undertaken
in the recent past show that parents rightly believe their children are happy and safe at school
and that they are making good progress. The school offers parents opportunities to develop
skills to help their child, for example in learning to read or use mathematics.
- School leaders and governors are rightly planning to ensure that, when the capacity of the
school is increased in 2014, they can continue to provide education of the highest quality. This
and other factors, such as membership of the Trust, demonstrate their vision and ambition to
improve the school still further.
- The local authority knows the school’s strengths and weaknesses well and has provided an
appropriate level of good quality support.
- The governance of the school:
Governors are well trained for their role and have an excellent understanding of the school’s
many strengths and very few weaknesses. They are adept at interpreting data so they
understand the progress of all pupils, including groups who may be disadvantaged, and of
how these relate to the national picture. They challenge school leaders vigorously, for example
recently to ensure that girls’ progress is as good as that of boys’. They receive appropriate
information on the performance of teachers and of how this is linked to their pay. They have
taken all necessary steps to ensure that pupils are safe, for example by providing a well-
fenced area where children in Reception may learn outdoors. They have allocated the pupil
premium appropriately and check regularly to ensure that it is having the desired impact on
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||113282|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||162|
|Appropriate authority||The governing body|
|Date of previous school inspection||11–12 November 2009|
|Telephone number||01752 225319|
|Fax number||01752 252318|