Musbury Primary School, located in Devon, has been evaluated as a good school following its inspection in May 2019. The head of school, appointed in 2018, has made significant strides in stabilizing staffing and enhancing pupil outcomes, supported by senior leaders and the trust. The governors and trust are committed to providing high-quality education, demonstrating a clear understanding of the school's strengths and areas for improvement. Current pupils, including those with special educational needs and disadvantaged backgrounds, are making strong progress in reading, writing, and mathematics. The teaching of phonics is effective, enabling younger pupils to develop essential reading and writing skills. Parents and carers express strong support for the school, and pupil attendance has improved to align with national averages.
Pupils exhibit good behavior, showing politeness and respect towards one another while adhering to school values. Incidents of poor behavior are rare, although there are instances where mismatched work can lead to a loss of focus among pupils. Teachers generally plan lessons effectively for mixed-age classes, but there are inconsistencies in matching reading materials to the abilities of lower-attaining pupils, which can hinder their progress. In mathematics, the most able pupils are not consistently challenged, preventing them from reaching their full potential. Subject leaders are new to their roles and require further development to drive improvements effectively. The curriculum is engaging and broadens pupils' horizons, but there are limited opportunities for developing mathematical skills beyond basic calculations.
To enhance leadership and management, the school needs to ensure that the mathematics curriculum provides more opportunities for learning beyond basic concepts and that subject leaders develop their skills to influence improvements. Additionally, the quality of teaching and assessment must be improved by targeting mathematics work to challenge the most able pupils and ensuring that reading texts are matched accurately to lower-attaining pupils' abilities. Furthermore, teachers should provide sufficient challenge to maintain pupils' focus.
The leadership of the school is characterized by a commitment to continuous improvement, with a capable team supporting the head of school. The school has navigated challenges related to staffing and finances, and pupil numbers are on the rise. The trust plays a significant role in the school's operations, fostering a collaborative approach to improvement. Leaders monitor the progress of pupils with special educational needs closely, ensuring that appropriate support is in place. The early years provision is effective, with children making strong progress.
Governance is effective, with governors playing a strategic role in driving improvements and holding leaders accountable. They regularly review pupil outcomes and commission external verification to ensure the school's work is robust. The safeguarding arrangements are effective, with staff trained to identify vulnerable pupils and respond to concerns promptly.
Overall, the quality of teaching, learning, and assessment is good, with teachers planning effectively for mixed-age classes. Teaching assistants provide valuable support, and pupils are engaged in their learning. The school has seen improvements in reading outcomes, particularly in phonics, and pupils are making strong progress across the curriculum. However, there are areas for growth, particularly in mathematics and ensuring that all pupils are appropriately challenged. The school is well-regarded by parents and the community, with a strong emphasis on promoting pupils' personal development and welfare.
