Lamerton CofE Primary Academy

What Ofsted said

From the inspection on 9 June 2026

Pupils at this village school are safe and happy. There are close links between the staff, parents and carers, and the community that create a 'family feel' at the school. Published outcomes for pupils have historically been positive. However, pupils do not progress as well as they should through the curriculum. School and trust leaders generally know the areas of the school that need to develop, however, their actions have not addressed the weaknesses in the curriculum and teaching. This means that too many pupils complete work that lacks ambition. When mistakes occur, these are not addressed swiftly enough. As a result, some pupils are not well prepared for the next stage of their education. Pupils’ positive behaviour reflects the school’s values of ‘truthfulness, compassion, courage, forgiveness, friendship and respect‘. As a result, pupils are kind and polite to one another. Incidents of bullying are rare. Leaders are quick to act and support pupils when any incidents of behaviour occur. Pupils learn to stay safe online and understand how to stay safe in their rural community. Pupils also appreciate the need to have a healthy diet. They enjoy coming to school, which is reflected in high rates of attendance. The school is ambitious to broaden pupils' horizons to support them to be ready for life in modern Britain. For example, trips to Bristol help pupils develop an understanding of more urban areas of the UK. Visits from professionals such as doctors, midwives and farmers support pupils to learn about people's roles in society and the different careers available to them. Pupils enjoy visits to the zoo that extend their learning in science.

What the school should improve

• Leaders should ensure teachers develop their expertise to adapt teaching and the curriculum appropriately to reflect what pupils know and can do, so that the work pupils complete in mixed-age classes is as ambitious as it could be.
• Leaders should ensure that they closely monitor the impact of support provided to pupils with special educational needs and/or disabilities (SEND), so that they use this information to understand its impact and ensure the targets set for pupils with SEND are precisely matched to their needs.
• Leaders should ensure that staff use assessment effectively to identify gaps in pupils’ knowledge and adapt teaching to meet the needs of all pupils.
• Leaders need to ensure that pupils with significant gaps in handwriting are given the support they need to become accurate and fluent writers across the curriculum.
• School and trust leaders and those responsible for governance, should strengthen how they use information about the school to evaluate the impact of improvement strategies to secure consistent school improvement.

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