School etc

The Erme Primary School

The Erme Primary School
Station Road

phone: 01752 892247

executive headteacher: Mr Simon Hall Bed Hons


school holidays: via Devon council

126 pupils aged 4—10y mixed gender
175 pupils capacity: 72% full

70 boys 56%


55 girls 44%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 263571, Northing: 56477
GPS coordinates
Latitude: 50.392, Longitude: -3.9207
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 22, 2011
Region › Const. › Ward
South West › South West Devon › Ivybridge Central
Urban > 10k - less sparse
Free school meals %

rooms to rent in Ivybridge

Schools nearby

  1. 0.2 miles Ivybridge Community College PL210JA
  2. 0.2 miles Ivybridge Community College PL210JA (2354 pupils)
  3. 0.3 miles Manor Primary School, Ivybridge PL219BG (237 pupils)
  4. 0.4 miles Stowford Primary School PL210BG
  5. 0.4 miles Stowford School PL210BG (372 pupils)
  6. 0.6 miles Dame Hannah Rogers School PL219HQ (15 pupils)
  7. 0.7 miles Woodlands Park Primary School PL219TF (313 pupils)
  8. 2.1 miles Ermington Primary School PL219NH (156 pupils)
  9. 2.6 miles Ugborough Primary School PL210NJ (92 pupils)
  10. 2.8 miles Cornwood Church of England Primary School PL219PZ (83 pupils)
  11. 3.2 miles Modbury Primary School PL210RB (117 pupils)
  12. 3.4 miles Sparkwell All Saints Primary School PL75DG (23 pupils)
  13. 3.7 miles Sparkwell All Saints (VA) Primary School PL75DB
  14. 4.1 miles Holbeton School PL81LT (85 pupils)
  15. 4.6 miles South Brent Primary School TQ109JN
  16. 4.6 miles South Brent Primary School TQ109JN (228 pupils)
  17. 4.9 miles Yealmpton Primary School PL82HF
  18. 4.9 miles Glen Park Primary School PL72DE (378 pupils)
  19. 4.9 miles Yealmpton Primary School PL82HF (157 pupils)
  20. 5 miles Yealmpstone Farm Primary School PL71XQ (204 pupils)
  21. 5.1 miles Chaddlewood Junior School PL72EU
  22. 5.1 miles Chaddlewood Infants' School PL72EU
  23. 5.1 miles Chaddlewood Primary School PL72EU (399 pupils)
  24. 5.5 miles Plympton St Maurice Primary School PL71UB (187 pupils)

List of schools in Ivybridge

Age group 4–11
Inspection date(s) 22–23 November 2011
Inspection number 378675

The Erme Primary School

Inspection report

Unique Reference Number 113254
Local Authority Devon
Inspection number 378675
Inspection dates 22–23 November 2011
Report ing inspector Rowena Onions

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 4–11
Gender of pupils Mixed
Number of pupils on the school roll 127
Appropriate authority The governing body
Chair Juliet Hammacott
Headteacher Simon Hall
Date of prev ious school inspection 3 March 2009
School address Station Road
PL21 0AJ
Telephone number 01752 8992247
Fax number 01752 698568
Email address reveal email: adm…


This inspection was carried out by two additional inspectors. Seven lessons were
observed and seven teachers were seen teaching. Meetings were held with pupils,
members of the governing body and staff. The inspectors observed the school’s work
and looked at data about pupils’ progress. In addition, they considered the school
improvement plan, reports from the School Improvement Partner and a range of
other documentation. Forty-nine responses to the parents’ and carers’ questionnaire
were received and analysed, together with those from 68 pupils and 14 staff.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Pupils’ progress, especially that of those who are more able.
  • The effectiveness of assessment in helping pupils know how to improve their
  • The inspection team assessed the impact of the curriculum on pupils’ learning
    and enjoyment.
  • Inspectors examined the impact of shared leadership – especially through the
    federation of schools – on improving pupils’ attainment and progress.

Information about the school

This smaller-than-average-sized school serves its local area in Ivybridge. Almost all
pupils are of White British heritage. Only a few speak English as an additional
language. The proportion of pupils known to be eligible for free school meals is
below average. An above-average percentage of pupils have a wide range of special
educational needs and/or disabilities; these include specific and moderate learning,
autistic spectrum, and speech, language and communication difficulties. Children in
Year 6 are taught in a single age-group class. Other pupils, including children in the
Reception Year, are taught in classes covering two age groups.
Since September 2009, the school has been part of the Moorsway Federation of
schools, which includes two other local primary schools. The headteacher of The
Erme is the executive headteacher of these schools. When he is working at these
schools, the everyday running of The Erme is the responsibility of the head of
teaching and learning.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school’s capacity for sustained improvement 2

Main findings

The Erme is a good school. It has outstanding partnerships in promoting the pupils’
learning and well-being. Well-judged improvement work, together with making the
most of the wider links provided by federation, have promoted steadily increasing
rates of pupils’ progress. As a result, progress is now good throughout the school
and Year 6 pupils’ attainment in reading, writing and mathematics has risen from a
significantly below average point four years ago to being above average in the
current year. Within the overall good leadership, the headteacher provides a strong
lead and a clear vision that is shared by staff and supported by governors. The head
of teaching and learning shares the drive towards excellence and is instrumental in
ensuring that the school moves towards its vision, whether or not the headteacher is
in the school. Staff are committed to making further improvements, feeling that only
the best is good enough for their pupils.
Pupils love their school and are very proud of their achievements. They feel safe in

the school environment saying that, ‘There is always someone who will help if you

have a problem.’ The way the school is organised into ‘house groups’ gives pupils
opportunity to mix with others of different ages and this helps them to gain good
social and moral understanding. Older pupils are keen to support younger ones and
this builds in them an appreciation that the giving and receiving of help makes both
individuals and the school community stronger.
Teaching is good and, combined with the stimulating and varied curriculum ensures
that pupils are interested in what they do, concentrate well and make good progress.
Pupils are particularly positive about the experiences that enrich their learning, for
example writing poetry outdoors. Assessment is used well to identify how each pupil
can move their learning forward and this is communicated very clearly to the pupils,
who are consequently well informed about how to improve their work. This helps all,
including the more able, to make good progress. There are a few occasions, from the
Reception Year upwards, when both at the beginning of and during lessons, teachers
and teaching assistants do not judge with sufficient precision when and how much
instruction and further guidance pupils actually need to help them maximise their
learning. The school provides good care, guidance and support. Each pupil is known
and very effectively supported individually. There is very good personal guidance
available to all pupils, particularly the more vulnerable when there is a need.
Although attention has been given to raising attendance, and rates are better as a
result, the school is not yet analysing attendance data closely enough to help in the
drive to further improve this. School self-evaluation is well established. Systematic
checking of the quality of the education provided has ensured that development

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

planning has been accurately focused on improving attainment and rates of progress.
This has been successful. The progress of each individual is carefully monitored, as is
the progress of distinct groups of pupils. The school is not yet, however, making
maximum use of the wealth of data it gathers to explore ways in which pupils’
progress might be further improved by adjusting teaching and other provision.
Partnerships with others are outstanding in the way that they have supported the
improvements in teaching and the broadening of the curriculum. For example, the
teamwork between staff at The Erme and the staff of the other schools is bringing a
wider range of expertise to accelerate school improvement and pupils’ progress. This
teamwork, together with detailed and accurate school self-evaluation and the track
record of sustained improvement, means the school has good capacity to improve

What does the school need to do to improve further?

  • Ensure teachers maximise the progress pupils might make during lessons by
    using more precise judgements about when and how much they should instruct
    and guide pupils.
  • Make better use of data to:
    finely tune teaching and school provision to be more effective
    accelerate pupils’ rates of progress to an outstanding level
    improve rates of attendance.
    Initiatives such as the one to ensure that in every lesson pupils know exactly what
    they are expected to learn and how they will recognise success, have been
    instrumental in raising rates of progress. Overall, pupils, including the more able,
    those with special educational needs and/or disabilities, and the small number who
    speak English as an additional language, make good progress as a result of the good
    teaching they receive. Pupils report that lessons are fun and that they particularly
    enjoy activities that are ‘tricky’. This is evident in lessons, for example, when older
    pupils set out to investigate the shortest route for a spider to reach a fly on the
    opposite side of the room. The buzz of conversation showed a high level of interest
    and thought. Pupils are well behaved in lessons in and around school and they get
    on well together. The way older pupils get on with and support younger pupils is of
    particular note. Although, in the main, pupils concentrate well on what they do in
    class, their attention sometimes drops when the teacher either gives too much
    instruction at the beginning of lessons or interrupts their independent work when
    they are fully engaged.
    Pupils are helped to know how to live healthily, and many do, especially with respect
    to enjoying physical activity, although a few are not yet as good at applying what
    they know about healthy eating to their everyday lives. Pupils like school very much
    and are anxious to play a full part in helping it to run well. They are also learning to
    be good citizens through, for example, the work they have done with the local
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    council to maintain and improve the town park that serves as the school’s
    playground. Pupils’ positive behaviour and attitudes towards each other, as well as
    the curiosity they show about the world in which they live, are illustrative of their
    good social, moral and spiritual development. Although pupils show respect for the
    thoughts and ways of life of others, the school is right in wanting to develop their
    knowledge of different faiths and traditions still further. Attendance rates have
    improved to average levels. Pupils’ attainment and their abilities to work
    cooperatively as well as independently, and to enjoy a sense of challenge, are
    preparing them well for their future lives. These are aspects about which parents and
    carers are particularly positive. However, there remain a few pupils for whom
    progress is limited because of less regular attendance.
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 2
Pupils’ behav iour 2
The extent to which pupils adopt healthy lifestyles 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social a nd cultural development 2

How effective is the provision?

The way the curriculum is enriched by special activities, often outside school, and the
way that teachers try hard to make lessons interesting and exciting, are successful in
engaging and motivating pupils. Working on interesting topics is providing pupils with
a context that enables them to see the relevance of what they learn. There are many
occasions when pupils can practise reading and writing through their work in
different subjects. Learning to take notes about different aspects of medicine in an
English lesson, for example, provided pupils with the information they needed upon
which to base the production of short, informative computer clips in a history lesson.
This cross-subject work is not, however, quite as well developed for mathematics.
Lessons are well planned and based on the accurate knowledge of the attainment


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

and needs of each pupil. Consequently, they present pupils of different abilities with
appropriately pitched levels of challenge. Teachers deploy the skills of well-trained
teaching assistants effectively, especially in ensuring that less-able pupils and those
with special educational needs and/or disabilities are helped to make good progress.
High challenge in lessons is also enabling more-able pupils to make good progress,
so that an increasing number are attaining higher levels by the time they leave the
school. It is because they are anxious to ensure maximum progress that teachers
sometimes over instruct or interrupt pupils unnecessarily, although there are also
odd occasions when an additional intervention would support quicker learning. It is
this lack of finer judgement, that is currently preventing teaching from being
outstanding. Teachers provide pupils with very good feedback both orally and
through marking. This combines with an effective system for the setting of targets,
which means that pupils can articulate what it is they need to do to improve their
work. This actively encourages a sense of personal responsibility and is a particularly

good feature of the school’s provision.

Wide-ranging systems for ensuring that pupils are personally supported are very
successful in promoting security and well-being. Pupils whose circumstances may
make them potentially vulnerable are sensitively aided to overcome difficulties or
disabilities. Systems to encourage better attendance have been successful in raising
this from a low point two years ago so that it is now average, but there is scope for
the school to better use the data it has about attendance to investigate how it could
be further improved.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning


The extent to which the curr iculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Drive and ambition to improve is evident at every level of the school and the energy
this has generated is used well to promote the improvements made in many aspects
of the school since its previous inspection. School self-evaluation has been improved,
in particular, by the development of the role played by a greater number of teachers,
both from The Erme and from other schools in the federation. Work, for example to
improve the teaching of the sounds that different combination of letters make
(phonics), can be seen to be having an impact on the quality of teaching and, as a
result, on increased progress. This partnership creating a wider school team has
enabled the school to very accurately judge its effectiveness and to know what
improvements have been needed. To date, however, the use of data has been
largely focused on provision for the individual and this has been successful in

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

improving progress to its current good level. Data have not yet been fully utilised to
look at overall attainment and progress at a more strategic level, so that provision
can be further fine-tuned, for example to look at the progress of older and younger
pupils in the mixed-age classes or the effect of less than optimal attendance on

pupils’ progress. The focus on the individual has, however, helped the school

promote good equality of opportunity.
The headteacher and staff are well supported by good governance. Governors
understand the balance between supporting the school and holding it to account,
and use both to good effect. They have played an important part in ensuring the
successful federation, but are correct in identifying that they need to develop their
role a little by developing a more systematic and manageable approach to gathering
information about each of the schools separately as well as across the federation.
The need to safeguard pupils is taken very seriously, and both parents and pupils
agree that this is successfully promoted. The school has developed community
cohesion well through the links with the other federated schools and is helping pupils
gain a wider perspective through, for example, links with a school in Uganda. It has
very productive links with a wide range of partners beyond the federation, providing,
for example, extended opportunities for sport. The school is outward- as well as
inward-looking. It provides advice for other schools with respect to the teaching of
mathematics and providing student teachers with a good place in which to develop
their skills. All these links provide benefits to the school that could otherwise not be

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and su pport ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Children make good progress in the Reception class but, because they enter with less
than expected attainment, with sometimes particularly poor communication and

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

language skills, many do not quite reach expected levels by the end of the year.
They do, however, settle well into school and systematically build basic skills, which
gives them a good platform upon which to base their continued good progress in
Years 1 and 2. Provision is good, the children are provided with suitable opportunities
to work inside and outside, to work directly with adults and to initiate their own
learning. For example, children enjoyed a whole-class activity with the teachers
modelling the use of coins to pay in the class ‘shop’ and then later, were observed
playing productively and independently using these skills. Overall, there is a good
balance of such activities, but as in the rest of the school, there are occasions when
introductions to lessons are too long or when there is too much adult intervention
when children could be working independently. Strong assessment procedures,
which include some exceptionally good record keeping, show that adults know the
children well and help them to progress. The good care and support provided for all
pupils in the school includes those in the Reception Year and this means that they
are happy, safe and secure. Good leadership and strong vision for development has
ensured the maintenance of the quality of provision despite a relatively large number
of staffing changes over the last two years.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation



Views of parents and carers

An average number of parents and carers returned the inspection questionnaire.
These parents and carers are very happy with the education provided for their child.
They are particularly positive about the way their child is kept safe, the way they are
helped to support their child at home and they way their child is prepared for the
next steps of their education. They also report that their child likes school. Inspectors
agree with these positive views. A very small number of parents and carers are less
happy about the way the school is led and managed, but comments relating to this
concerned the amount of time the headteacher is present in the school. During the
inspection, the inspection team found that the federation of schools is having very
positive effects on the progress pupils are making and that the school is run well
when the headteacher is at another of the schools.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Erme Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 49 completed questionnaires by the end of the on-site inspection. In
total, there are 127 pupils registered at the school.
The table above summarises the responses that parents a nd carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 29 59 20 41 0 0 0 0
The school keeps my child
33 67 16 33 0 0 0 0
The school informs me about
my child’s progress
28 57 18 37 3 6 0 0
My child is making enough
progress at this school
26 53 18 37 3 6 0 0
The teaching is good at this
28 57 18 37 3 6 0 0
The school helps me to
support my child’s learning
28 57 21 43 0 0 0 0
The school helps my child to
have a healthy lifestyle
31 63 17 35 1 2 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
28 57 21 43 0 0 0 0
The school meets my child’s
particular needs
30 61 16 33 3 6 0 0
The school deals effectively
with unacceptable behaviour
20 41 24 49 4 8 0 0
The school takes account of
my suggestions and
24 49 22 45 0 0 3 6
The school is led and
managed effectively
24 49 20 41 2 4 3 6
Overall, I am happy with my
child’s experience at this
28 57 21 43 0 0 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, a s
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

24 November 2011
Dear Pupils

Inspection of The Erme Primary School, Ivybridge PL21 0AJ

We really enjoyed our time in your school and we want to thank you for giving us
your opinions in such a friendly, polite way. You will be pleased to know that we
agree that yours is a good school.
These are some of the things we liked best.

  • You make good progress in reading, writing and in mathematics.
  • You behave well, work hard and want to succeed.
  • You receive good teaching that helps you to be interested in what you are
  • Your teachers give you good information about how well you are doing and
    how you could make your work better.
  • Everyone in school takes good care of each and every one of you.
  • There is very good teamwork between the staff at your school and those in the
    other schools in your federation, and this is helping to find more ways for you
    to make better progress. Outstanding links with others mean that the school
    can provide you with many exciting and interesting activities.
  • Your headteacher, other staff and the governing body have worked hard to
    make improvements to the education you receive.

To make things even better, we have asked your headteacher, governors and
teachers to do these things.

  • Make sure that your teachers choose when are the best times to talk to you
    during lessons so that they help you to learn as much as you can.
  • Use the information they gather about you to find more ways of helping you
    make even better progress, including making sure that everything is done to
    raise rates of attendance.

All of you can help to do these things by continuing to work as hard as you can.
Thank you again for making us welcome in your school. We wish you success in the
Yours sincerely
Rowena Onions
Lead inspector


print / save trees, print less