Pinhoe Church of England Primary School
phone: 01392 467984
headteacher: Mrs Sian Lane
390 pupils capacity: 97% full
190 boys 50%
190 girls 50%
Last updated: June 19, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 296109, Northing: 94459
- GPS coordinates
- Latitude: 50.74, Longitude: -3.4737
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 12, 2013
- Diocese of Exeter
- Region › Const. › Ward
- South West › Exeter › Pinhoe
- Urban > 10k - less sparse
- Free school meals %
- 0.6 miles St Luke's Science and Sports College EX13RD (951 pupils)
- 0.6 miles Ellen Tinkham School EX13RW (133 pupils)
- 0.8 miles Summerway Middle School EX48DF
- 0.9 miles Willowbrook School EX48NN (351 pupils)
- 1 mile Beacon Heath First School EX48NN
- 1 mile Whipton Barton Infants and Nursery School EX13JP (252 pupils)
- 1 mile Whipton Barton Junior School EX13JP (219 pupils)
- 1 mile St James School EX48NN (656 pupils)
- 1.1 mile Vranch House School EX48AD (18 pupils)
- 1.1 mile Atkinson Secure Children's Home EX48NA
- 1.2 mile St Nicholas Catholic Primary School EX13EG
- 1.2 mile St Nicholas Catholic Primary School EX13EG (352 pupils)
- 1.6 mile St Peter's Church of England Aided School EX25AP (1236 pupils)
- 1.7 mile The Central Devon Personalised Learning Service EX27LB (40 pupils)
- 1.7 mile Stoke Hill Junior School EX47DP (336 pupils)
- 1.8 mile Ladysmith Infant School EX12PS (344 pupils)
- 1.8 mile Ladysmith Junior School EX12PT (327 pupils)
- 1.8 mile Stoke Hill Infants and Nursery School EX47DB (319 pupils)
- 1.8 mile Walter Daw Primary School EX25AW
- 1.8 mile St Michael's Church of England VA Primary School EX12SN
- 1.8 mile The Woodwater Academy EX25AW (332 pupils)
- 1.8 mile St Michael's Church of England Primary Academy EX12SN (395 pupils)
- 1.9 mile Clyst Vale Community College EX53AJ
- 1.9 mile Bramdean School EX12QR (118 pupils)
Pinhoe Church of England
VA Primary School
Harrington Lane, Pinhoe, Exeter, EX4 8PE
|Inspection dates||12–13 February 2013|
|Overall effectiveness||This 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:
| Children join Reception with skills below the |
Progress is good and rising because teaching
Teaching is good. Teachers usually make
levels expected for their age and leave Year 6
with average attainment. This represents
is improving and this is raising achievement
levels. Disabled pupils and those who have
special educational needs make good
progress because of very well-planned
learning lively and fun and check carefully on
pupils’ learning. Marking in books gives
excellent advice to pupils about how to
improve their work.
| Behaviour is good. Pupils are keen to learn and |
Leaders and managers are ambitious and well
warm relationships with fellow pupils and
adults promote a positive atmosphere. Pupils
understand how to stay safe.
organised, so the school is quickly improving.
Good checks on pupils’ progress and thorough
planning help raise achievement and improve
teaching. Staff share a commitment to school
improvement and a dedication to its values.
| Occasionally teaching does not capture pupils’ |
enthusiasm, especially in Key Stage 1, so the
pace of learning in some lessons is too slow.
| Boys’ achievement remains lower than that of |
At times, learning does not make sufficient
demands on some groups of pupils.
Information about this inspection
- The inspectors observed lessons in all classes. They visited 19 lessons taught by 15 teachers.
- Inspectors held discussions with pupils, teachers, the headteacher, representatives of the
governing body and a local authority officer.
- Inspectors examined numerous school documents, including assessment information, planning
documents and records of checks on teaching.
- The views of 78 parents and carers were analysed through the online questionnaire, Parent
View. A school survey of parents’ and carers’ opinions was also analysed.
|John Carnaghan, Lead inspector||Additional inspector|
|Heather Barraclough||Additional inspector|
|Elizabeth Strange||Additional inspector|
Information about this school
- Pinhoe Church of England VA Primary is a larger than average-sized primary school.
- The proportion of pupils known to be eligible for the pupil premium (additional funding for
looked-after children, pupils known to be eligible for free school meals and those from service
families) is below average.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is well-above average. The proportion of pupils supported at school action
plus or with a statement of special educational needs is also well-above average.
- The school does not use any alternative provision for its pupils (lessons that take place regularly
away from school).
- The school meets the current government floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Raise achievement through more outstanding teaching, particularly in Key Stage 1, by:
making sure all learning is conducted at a good pace and offers the right degree of challenge
to all groups of pupils
planning work that captures pupils’ interest so that they concentrate fully throughout lessons
increasing the time for pupils to work on their own by reducing the amount of talk from
teachers at the beginning of sessions
building on the work to engage boys more fully in their learning to close the gap in the
progress of boys and girls.
|The achievement of pupils||is good|
- Pupils’ achievement is good given their below expected starting points and broadly average, but
rising, attainment at the end of Year 6. They do particularly well in English. Increasingly effective
teaching results in good learning so pupils’ progress is improving.
- Children make a good start in the Early Years Foundation Stage. Careful checks on each child
and close links with parents and carers mean staff quickly grasp the best way to plan learning
for each child. This means that children have work that suits them. The Reception classes are
purposeful, happy places to grow and learn. Children leave Reception well prepared for Key
Stage 1, having made particularly good progress in speaking, reading and writing.
- For many years, boys’ performance has been lower than that of girls. The gap between the
genders is wider than the national average. The school has introduced numerous measures to
boost boys’ learning. Lesson plans now reflect the boys’ preference for practical, investigative
activities. Writing that captures boys’ interest, such as making animated films, has also been
introduced. These developments have helped to close the achievement gap between boys and
girls, although there is more still to do.
- Staff who support disabled pupils and those who have special educational needs are skilled and
well trained. They provide work that is tailored to each pupil’s needs in both one-to-one and
small-group sessions so that they learn notably well.
- Pupils known to be eligible for the pupil premium benefit from increased individual and group
support. Consequently, the average point scores for pupils known to be eligible for free school
meals indicate that their progress and attainment are improving, with their achievement now
very close to that of other pupils in the school.
- The school promotes reading very well and pupils read widely, both at home and at school. The
teaching of the sounds that letters make (phonics) has been sharpened after results last summer
that were below the national average in the Year 1 reading check. Pupils now confidently use
numerous approaches to work out how words sound, so their reading is fluent and confident.
They are happy reading many different types of books.
- Excellent marking plays an important role in boosting progress. Teachers mark much of pupils’
work in great depth and pupils appreciate this. At the start of most days pupils are given time to
read the friendly comments and consider advice written in their books. They are expected to
reply to them and act upon them, correcting work if required. Pupils benefit from this precise
information on how to improve.
|The quality of teaching||is good|
- Teachers usually aim high and carefully explain to pupils what they should achieve and the best
way to reach these goals. Pupils appreciate the good quality of teaching.
- Work is carefully planned so that it offers varied, brief activities and the correct amount of
support and challenge for almost all groups of pupils. Just occasionally, more-able pupils are not
given demanding enough tasks to do from the outset.
- Teachers prepare resources well. For example, a teacher showed a video clip of a bear searching
for food to enliven pupils’ discussion and writing about of the daily life of polar bears.
- Pupils enjoy learning. They usually concentrate well and show a strong appetite for learning.
They work sensibly and maturely in small groups and show good independence when required to
work on their own.
- Teachers organise the closing elements to sessions very well. For example, in Years 5 and 6 the
teacher extended pupils’ understanding of their writing through asking perceptive, challenging
questions. She was explicit about what would need to happen next, indicating the activities
planned to move learning forwards. Pupils listened closely, excited by the teacher’s plans.
- Questions are often subtly phrased to widen pupils’ understanding as well as to provide staff
with clues about what pupils have grasped and where they may be having difficulties. Plans are
adjusted as a result.
- Teaching assistants are skilled and support learning well and are helping to raise attainment in
English and mathematics. They work closely in the classroom with individuals who would benefit
from extra help. This means the numerous pupils with a statement of special educational needs
can work alongside their friends.
- While most learning is good or better, some falls short of the high standards the school sets,
especially in Key Stage 1. Teachers can keep pupils listening for too long at the start of sessions.
A lack of variety in teaching can lead to pupils ‘switching off’ and becoming chatty, so their
learning suffers. At times, teachers set work without deadlines so pupils lack a clear goal and
work too slowly.
|The behaviour and safety of pupils||are good|
- Pupils know and respect the school’s core values, one saying, ‘They help pupils behave well.’
Teachers’ unfailing courtesy towards pupils fosters good relationships.
- Pupils are very keen to learn. This is evident in their enthusiasm and capability when
undertaking independent, paired and group tasks. Relationships with adults and between pupils
are often exemplary and learning benefits from a collaborative ‘can do’ atmosphere.
- Bullying in its many forms, including through the internet, is well understood by pupils. They are
confident – and parents and carers confirm – that bullying is very rare at the school. A pupil
spoke for many when he said, ‘If there are any cases, the school is quick to iron them out.’
- Adults generally manage behaviour with assurance. They trust pupils to be sensible and this is
usually fully justified. On a wet, cold day when pupils spent most of their lunch break in their
classroom, there was no need for heavy adult supervision because their behaviour was sensible
- Occasionally, when lessons fail to engage their interest, pupils can become too talkative and
sometimes prove difficult to quieten down. This interferes with their usual good learning.
- Pupils can talk sensibly about risks and how to avoid them because they are well briefed about
how to stay safe in their everyday lives. This includes sessions on road safety and how to react
to various types of bullying, such as cyber bullying. Pupils say that they feel safe at school.
|The leadership and management||are good|
- The headteacher inspires staff and members of the governing body to be ambitious for the
school and its pupils. They have worked together well to move the school from satisfactory to
good and achievement and teaching have improved. The school has the capacity to continue this
- The local authority provides light-touch support for this good school.
- Systematic checks keep staff fully informed about how well the school is performing. Information
is regularly used to identify where pupils’ progress is slower than expected. This prompts
additional help that is carefully selected to meet the needs of each individual. The effectiveness
of this support is evident in the consistency of progress among most groups of pupils, meaning
that they enjoy equality of opportunity and that there is no discrimination.
- Class teachers regularly meet with leaders, presenting reports on the progress of pupils and
proposals about how to deal with any issues they have identified. This holding of teachers to
account is accompanied by rigorous checks on teaching that lead to a robust follow-up on areas
for improvement. As a result, teaching has improved considerably.
- The mix of subjects and activities the school offers is well adapted to pupils’ needs and interests.
The school is rich in displays that encourage pupils to reflect upon their learning. The school has
invested considerably in the library, adding books and other resources to interest all pupils, but
especially boys. Subjects are often interestingly combined in topic study, such as when pupils
studied and reported on life on planet Earth and followed it up with visits to a zoo and an
- The school offers numerous experiences for pupils’ spiritual development. Well-planned acts of
collective worship promote reflection and prayer. Children show strong respect for one another
and adults and are fully aware of the difference between right and wrong. Everybody respects
and follows the school’s simple, clear code of conduct. Older pupils take on numerous
responsibilities, such as helping to run the library. Pupils expand their cultural horizons with links
to contrasting schools in Manchester and the Phillipines.
- The governance of the school:
Members of the governing body use their regular visits to the school to supplement reports
from the headteacher, local authority and external consultants. These provide them with a
good knowledge of teaching and achievement at the school and help them ask searching
questions of leaders when required. They show a growing understanding of how pupils’
performance compares with that in other schools across the country. Governors work closely
with leaders to manage teachers’ performance and they understand how this links to staff pay
progression. Members of the governing body are closely involved in allocating additional
government funds, such as the pupil premium, and regularly check the progress of eligible
pupils to see that this money is being spent wisely and is having the desired impact. They
have a good range of skills and many undertake regular training to keep abreast of changes in
education. The governing body’s rigorous monitoring of issues linked to pupils’ safety is
effective in helping the school make sure that its safeguarding arrangements fully meet
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||113445|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||379|
|Appropriate authority||The governing body|
|Date of previous school inspection||11–12 May 2010|
|Telephone number||01392 467984|
|Fax number||01392 467984|