Black Torrington Church of England Primary School, located in Beaworthy, Devon, underwent its first inspection under the new framework on November 14 and 15, 2023. The school, which is part of the Dartmoor Multi Academy Trust, is led by headteacher Joanna Luxford. The inspection concluded that the overall effectiveness of the school requires improvement, with the quality of education also rated as requiring improvement. However, the school received good ratings for behavior and attitudes, personal development, and leadership and management.
The inspection highlighted that the school has made efforts to develop its curriculum, aiming for high expectations for all pupils. Despite these efforts, the implementation of the curriculum is still in its early stages, and it does not yet fully support all pupils in building their knowledge effectively. Some pupils struggle to learn the curriculum, which affects their ability to remember important knowledge and articulate their learning.
Pupils at the school feel safe and well cared for, embodying the motto of journeying together in hope and joy. They demonstrate a strong sense of community, looking after one another during social times and enjoying collaborative play. The school offers various opportunities for personal development, including clubs focused on music and textiles, as well as experiences that allow pupils to socialize with peers from other trust schools. These initiatives help prepare older pupils for their transition to secondary education, with activities such as residential trips that foster new friendships and skill development.
While the curriculum is designed to identify essential knowledge for pupils, its implementation lacks the precision needed to meet the diverse needs of all learners. Consequently, some pupils find it challenging to grasp the material. Assessment practices vary across subjects; in mathematics, for instance, gaps in knowledge are identified and addressed, but in other subjects, assessment is not utilized effectively, leading to unaddressed gaps in learning.
The school identifies pupils with special educational needs and/or disabilities early and supports them in learning alongside their peers. However, some pupils do not receive the necessary assistance due to imprecise learning targets, resulting in slower progress for these students. The school promotes reading effectively, with a well-considered selection of texts that enhance pupils' understanding of culture and diversity. Staff match reading materials to the sounds pupils know, fostering confidence in their reading abilities.
The school environment is calm and orderly, with a new behavior policy that sets high expectations for pupils. Staff effectively support pupils in adhering to these expectations, providing additional help for those who may struggle with behavior management. Beyond academics, the school emphasizes character development through community service initiatives, such as litter picking, which instills a sense of responsibility and active citizenship in pupils. The school council provides pupils with a practical understanding of democracy, as they collaborate on planning charity events.
Staff appreciate the support from the trust, including training from subject experts to enhance curriculum delivery. Governance is strong, with trustees well-informed about the school's strengths and areas for improvement. The safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that the curriculum is implemented effectively across all subjects to meet the needs of every pupil. Additionally, assessment practices need to be refined to identify gaps in learning accurately, allowing for targeted support. The trust must also ensure that pupils with special educational needs receive the precise support they require to progress effectively.
