Calstock Community Primary School

What Ofsted said

From the inspection on 20 January 2026

Calstock is a friendly, vibrant and happy place to be. Pupils feel a deep sense of belonging to their school. This includes pupils who join part way through their education. The school’s warm, welcoming and inclusive ethos means that these pupils settle quickly and thrive. Pupils with special educational needs and/or disabilities have their needs well met. They become increasingly confident and independent because of the quality of care and support they receive. However, while pupils enjoy their education, some still do not attend regularly enough. Pupils have benefited from a significantly improved curriculum and teaching since the last inspection. Staff have raised their expectations of what pupils should learn. This has led to pupils’ achievement in English and mathematics in national tests being above national averages at the end of key stage 2. Consequently, pupils are well prepared for secondary school. Leaders promote respectful and supportive relationships across the school. This begins in the early years, where staff establish clear routines and expectations that children follow consistently. Across the school, pupils behave well and are polite and respectful to their peers, staff and visitors. In lessons, they show curiosity and enthusiasm and engage well with learning. Bullying is rare. When incidents of bullying do occur, staff address them promptly and effectively. Pupils benefit from a wide range of experiences beyond the classroom. Enrichment activities, including clubs, such as sports and film-making, support pupils’ interests and talents. Pupils develop empathy and responsibility, for example, through visits to a local care home. The school ensures that pupils learn about life beyond their local community. Visits to contrasting localities help prepare pupils for life in modern Britain. Partnerships with schools in Spain and Uganda develop pupils’ cultural awareness and help them understand and respect difference. Pupils develop a love of the arts, for example, through participating in performances at a local heritage site.

What the school should improve

• Leaders should further improve attendance systems so that prompt action removes barriers to attendance and secures sustained improvements in overall attendance and persistent absence. • The school should develop its systems to check that pupils have secured their knowledge in the wider curriculum over the long term to enable teachers to shape future learning and enable pupils to develop detailed knowledge and skills across all subjects.

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