Clyst Heath Nursery and Community Primary School in Exeter, Devon, has undergone an ungraded inspection on July 18 and 19, 2023. The overall judgement remains good, but the evidence suggests that a graded inspection might yield a lower rating. The inspectors recommend that the next inspection be a graded one. Pupils express pride in their school and feel supported by their teachers. They report positive experiences regarding friendships and the general atmosphere of happiness, as echoed by most parents and carers. The school promotes principles of being ready, willing, and able, which pupils strive to uphold.
Leadership at the school maintains high expectations for pupils, although this is not consistently reflected across all areas. Early years children start strong, and most older pupils achieve well. However, the curriculum in key stage one lacks ambition, resulting in pupils not acquiring essential skills and knowledge for key stage two. While pupils are generally polite and respectful, low-level disruptions occur frequently, distracting some from their learning and affecting overall achievement.
The school offers a variety of clubs, such as cricket, choir, and football, which help pupils develop their talents and broaden their interests. Since the last inspection, changes in leadership have led to some improvements in the curriculum, but these changes are not yet fully embedded. Subject leaders need to monitor the curriculum's impact more effectively, as evidenced by low writing standards in key stage one and insufficient phonics understanding among some pupils before entering key stage two.
Recent improvements in phonics teaching have resulted in a strong start for early years children learning to read. Teachers present sounds accurately and check understanding before introducing new concepts. However, the wider school lacks the necessary subject knowledge to ensure effective reading instruction, and support for struggling readers is not precise enough, hindering their progress.
The mathematics curriculum is well-structured, with clear expectations for what pupils should learn each term. Teachers receive support to teach mathematics effectively, leading to clarity in concept presentation and enjoyment among pupils. However, some teachers do not consistently check pupils' understanding before progressing, resulting in misconceptions.
In writing, expectations increase for older pupils, leading to confident writing in key stage two. Pupils utilize a diverse vocabulary, but key stage one pupils have limited opportunities to develop fluency and stamina in writing, affecting the quality of their work. Early years children thrive in a play-based learning environment, with teachers skillfully questioning and extending their learning through engaging activities.
Leaders accurately identify pupils with special educational needs and disabilities, setting specific targets for their success. However, ineffective assessment practices mean some pupils do not learn as well as they could. Opportunities for personal development are present, with initiatives like the 'thunks' club encouraging critical thinking and discussions about the world.
Governors are committed to supporting and challenging school leaders, focusing on staff well-being, which contributes to a positive working environment. Safeguarding arrangements are effective, with staff trained to recognize and act on concerns promptly. Pupils learn to stay safe online and understand the importance of reporting issues.
To improve, the school must raise expectations for all pupils, particularly in key stage one, ensuring consistent high standards across subjects. Teachers need to enhance their assessment strategies to identify knowledge gaps effectively. Additionally, providing more opportunities for writing practice in key stage one will improve quality. Subject leaders should monitor curriculum implementation more closely to meet all pupils' needs, and support for struggling readers must be more precise to facilitate quicker progress.
