Plaxtol Primary School

What Ofsted said

From the inspection on 21 March 2023

Pupils are well supported to become aspirational and independent learners in this welcoming school. Leaders create a nurturing environment, where pupils feel safe and are empowered to take risks in their learning. The needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly. They are carefully considered, so that they can access the same curriculum and extra-curricular activities as their peers. Leaders and staff have high expectations for pupils to achieve and behave well. Pupils work and play happily together in mixed-age classes. Children in Reception settle quickly into learning and behaviour routines. Pupils learn about tolerance and respect through a well-planned personal development curriculum. They are excited to be awarded the 'minerva cup' for demonstrating these behaviours. Some pupils report that bullying happens occasionally. However, teachers act quickly when it occurs. Pupils benefit from an exciting range of trips and visits that enrich their learning of the curriculum. For example, Year 1 and 2 pupils enjoy a visit to the National Gallery to broaden their understanding of the 'living things' topic. Many pupils take part in clubs such as tri-golf, coding and dance, so that they can develop their talents and interests. Leaders focus carefully on ensuring that those who would benefit the most attend.

What the school should improve

• Although leaders monitor pupils that they are concerned about closely, on a small number of occasions, leaders have not sought advice from external agencies to ensure that pupils and their families get any extra support that they might need. Those in charge of safeguarding need to communicate more frequently with the local authority, and the families concerned, to make sure that pupils consistently receive the full amount of help that they may be entitled to.
• Although occurrences are infrequent, leaders do not currently have clear systems in place to record more serious behavioural incidents, including when positive handling is used. Leaders need to ensure that record-keeping is more precise, so that repeated incidents, and the impact of any actions taken by the school, can be monitored more effectively.
• The attendance of specific groups of pupils who do not attend school frequently is not yet systematically monitored. Leaders need to ensure that they regularly review attendance data, so that the systems that they already have in place to address poor attendance are more impactful.

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