Berry Pomeroy Parochial CofE Primary School

What Ofsted said

From the inspection on 2 December 2025

Pupils at this school feel safe and well cared for. Each morning, staff warmly welcome pupils. This helps to foster a secure sense of belonging. Close relationships between the school and parents and carers enable staff to get to know pupils well. As a result, pupils say they feel safe and know they can approach any adult if they have concerns. This positive culture is reflected in the school's high rates of attendance. Pupils enjoy learning. They speak enthusiastically about their current topics as well as what they have learned previously. Pupils achieve well compared to others nationally at the end of Year 6. However, these outcomes do not fully reflect the frequency of mistakes and misconceptions in pupils' work across the school in different subjects. Sometimes, gaps in pupils' learning are not addressed so pupils do not build their knowledge effectively. Throughout the school, pupils behave well. Incidents of disruption are rare. Older pupils take pride in being role models for younger pupils. They value the responsibility of acting as 'buddies' for children in the Reception Year. Pupils benefit from a wide range of opportunities to develop their talents and interests. They take part in clubs such as art, Spanish and gardening. Overnight residential visits to different cities are carefully planned to help pupils build resilience and independence. Pupils also take on meaningful responsibilities, such as 'sustainability leader', which foster leadership and accountability. They are proud of their achievements, including introducing recycling initiatives across the school. Leaders and staff ensure that pupils develop an appreciation of their surroundings. They learn to value nature and the importance of caring for the environment. At the same time, leaders are ambitious for pupils to experience life beyond their immediate community. Opportunities to visit cities broaden pupils' horizons and help prepare them for life in modern Britain.

What the school should improve

• Trust leaders and those responsible for governance should ensure that school leaders receive effective support and challenge in order to identify the right priorities, in particular those that will help to close gaps in pupils' knowledge swiftly.
• Leaders should ensure that assessment is used effectively to check what pupils know and remember in the wider curriculum, enabling teachers to adjust lessons so pupils build securely on prior learning and address any gaps in their knowledge.
• Leaders should ensure that staff have the expertise required for consistently effective teaching, so that all groups of pupils, including those with SEND progress well through the curriculum.

Read the full Ofsted report (opens in a new tab)