Bradworthy Primary Academy, located in Devon, underwent an inspection on October 17 and 18, 2023, resulting in an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes were deemed Good. Personal development, leadership and management, and early years provision all received a Requires Improvement rating as well. This inspection marked a significant decline from the previous inspection in January 2018, where the school was rated Good.
The headteacher, Richard Stephenson, leads the school, which is part of the Bradworthy Primary Academy trust. The trust is overseen by a board of trustees chaired by Barry Radford. The inspection highlighted that while the behaviour of pupils is a strength, with a calm and respectful environment, the curriculum lacks coherence and proper sequencing. This deficiency has led to gaps in pupils' knowledge across various subjects, particularly in phonics.
The school is well-integrated into the community, with staff who are familiar with the pupils and their families. The school quickly identifies families needing additional support and provides access to a broad range of extracurricular activities that foster interests and talents. Parents have expressed positive feedback regarding their children's experiences at the school.
However, the inspection revealed significant areas for improvement. The phonics curriculum is not well-structured, and staff have not received adequate training to deliver it effectively. Consequently, pupils struggle with phonics knowledge, and those who fall behind in early reading do not catch up quickly enough. While pupils achieve well in national tests for reading, writing, and mathematics at the end of key stage two, their learning in the wider curriculum is not secure. The school has not established a well-structured curriculum in many subjects, including early years, leading to a lack of progression in knowledge from Reception to Year Six.
Pupils with special educational needs and/or disabilities are identified early, and the school provides support to ensure they learn alongside their peers. However, these pupils face the same curriculum weaknesses as their classmates. In the early years, children play well together and follow routines, but the curriculum lacks a strong focus on communication and language development, leaving children unprepared for key stage one.
The school offers various opportunities for pupils' wider development, including participation in national competitions and outdoor activities that build confidence and resilience. However, the personal, social, and health education curriculum is ineffective, leaving pupils without age-appropriate knowledge about growing up.
Trustees demonstrate commitment to the school but lack an accurate understanding of the quality of education provided. They have not ensured that school leaders receive the necessary support and challenge to improve the school's performance. The safeguarding arrangements are effective, ensuring the safety and well-being of pupils.
To improve, the trust must implement a well-structured phonics curriculum and ensure that all subject curriculums are coherent and identify essential knowledge for pupils. Trustees need to develop a more accurate view of the school's educational quality to provide appropriate support and challenge to school leaders. The school must focus on building a rich and coherent body of knowledge for pupils, enabling them to progress effectively throughout their education.
