“A calm and orderly environment” where pupils are “kind, confident and articulate learners” has been highlighted in a recent inspection of a Devon primary school, though inspectors say improvements are still needed in its early years provision.

Hemyock Primary School, in the village of Hemyock, was inspected by Ofsted on Monday, January 20. The school, which has 225 pupils, was judged to be meeting the “expected standard” across most areas, with inspectors praising behaviour, leadership and the breadth of opportunities offered to pupils.

Inspectors said that by the time pupils leave the school, they are largely ready for the next stage of their education. The report states: “By the time pupils leave Hemyock Primary School, they are mostly well prepared for the next stage of their education. This is reflected in the published outcomes at the end of key stage 2. Pupils with special educational needs and/or disabilities achieve well from their starting points.”

The school’s approach to core skills was highlighted as a key factor behind pupils’ progress. Inspectors added that pupils’ success “is supported by the school’s consistent approach to securing pupils’ foundational skills in handwriting, spelling and number facts.”

Pupils themselves were found to be enthusiastic about their learning and able to talk confidently about what they study. The report notes: “Pupils speak confidently and enthusiastically about their learning. They explain clearly what they have learned in subjects such as geography and history and can place events accurately within a historical timeline.”

Behaviour and attendance at the school were also praised. Inspectors described the school as “a calm and orderly environment” where “pupils’ behaviour in classrooms and around school is of a high standard.” They added that “low-level disruption is rare and there are no incidents of bullying,” while relationships between staff and pupils are “based on mutual respect.”

The school’s culture is reinforced through older pupils supporting younger children. Inspectors noted that “older pupils act as ‘buddies’ to children in Reception Year, modelling responsible behaviour and reflecting leaders’ high expectations.”

Ofsted also praised the structure of the school’s curriculum, saying it “sets out clearly what pupils should learn well at each stage”. Teachers were found to help pupils embed important knowledge while strengthening key skills in reading, writing and mathematics.

Support for pupils with special educational needs and disabilities (SEND) was highlighted as a strength. The report states that staff supporting these pupils “are highly skilled” and that the support and resources provided “ensure that pupils with SEND continue to learn alongside their peers without missing essential content.”

Leadership was another area inspectors commended, particularly after a period of change at the school. The report says the school “has come through a period of turbulence in recent times” but that leaders “have worked resolutely and with focus to bring about much needed stability, including in leadership roles and staffing.”

Inspectors added that the support of the Harbour Schools Partnership trust had played an important role during this period, noting that leaders had acted “with urgency and clear purpose to tackle key areas requiring improvement”. As a result, the report concludes that “the school is now moving from strength to strength.”

However, inspectors said the early years provision still requires attention. The report states that “most children do not learn as well as they should” and that the recently introduced curriculum “is not taught consistently and children’s experiences vary from one area to another.”

Inspectors added: “Too often, staff do not ensure that children develop their language or practise important foundational skills effectively enough. This means that most children do not build the knowledge they need to know well. As a result, children are not well prepared for the next stage of learning.”

Despite these concerns, the report notes that leaders have begun taking action to improve early years teaching and that “some early signs of improvement can be seen”.

Inspectors also highlighted the wide range of opportunities available to pupils beyond the classroom. These include visits linked to the curriculum, musical experiences and extracurricular activities such as running, construction and gymnastics clubs, alongside competitions and activities like archery and dodgeball.

The report concludes that pupils feel safe at the school and develop strong relationships with staff and each other. It states: “Pupils are kind, confident and articulate learners. They embody the school’s values of ‘believe in yourself, be curious, show respect and embrace community’ in everyday routines.”