Kentisbeare Church of England Primary School

What Ofsted said

From the inspection on 27 January 2026

Pupils love attending this happy and inclusive school. Attendance is consistently high over time, reflecting pupils’ positive experiences. Caring relationships are at the heart of the school. From the start of the day, staff welcome pupils warmly and provide support to those who may need it. This helps pupils to feel safe, well looked after and confident that adults will help them if they have any concerns. Pupils are kind to one another, and any friendship worries are resolved quickly. Pupils show courtesy and respect towards each other and staff. They conduct themselves positively as they move around the school site. Pupils behave sensibly during social times and play happily together. They take pride in welcoming visitors and sharing what they value about their school. This includes the school grounds, which are used successfully to support their outdoor learning. Pupils enjoy their learning and generally achieve well. This begins in the early years, where children get off to a positive start. By the end of Year 6, many pupils achieve the standards expected of them and so they are ready for their next stage of education. The school supports pupils with special educational needs and/or disabilities effectively to ensure that barriers to learning are reduced. Consequently, pupils progress successfully through the curriculum from their starting points. Leaders build positive relationships with the wider community. The school plans events to bring the village together. For example, pupils thoroughly enjoy the annual duck race. Pupils make a positive difference to their community, such as looking after the church grounds and the flower boxes in the local shop. Parents and carers value highly the school’s inclusive ethos and the care staff provide for their children.

What the school should improve

• Leaders should further develop the implementation of the writing curriculum so that all pupils, particularly those at the early stages of learning to write, develop fluency and accuracy. They should ensure misconceptions are identified and addressed quickly so that pupils write well across the curriculum.
• Teachers should adjust learning tasks so they consistently support pupils to learn the intended curriculum and match what pupils are capable of, enabling them to build knowledge securely to develop a deeper understanding across subjects.
• Leaders, including governors, should ensure high expectations are applied consistently across the school’s work, enabling all staff to understand and enact the school’s priorities.

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