Axminster Community Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and safe at this inclusive school.

They benefit from staff's care and understanding of how to meet pupils' individual needs. This includes the youngest children in the Nursery and Reception Year, who get off to the positive start that they need.

The school has raised its expectations of pupils' achievement.

Recent improvements to the curriculum in key stages 1 and 2 mean that pupils learn more and remember more. Pupils are motivated to learn and eager to share their knowledge. For example, older pupils can talk in great detail about Greek mythology, rivers and continents, and how to write a persuasive letter.

Most pupils live up to t...he school's high expectations of their behaviour. Occasionally, a minority of pupils disrupt learning or do not treat others as the school expects them to. Pupils who sometimes struggle to regulate their own behaviour benefit from sensitive support from staff.

They are helped to manage their emotions successfully.

Pupils learn how to care for themselves and others. Pupil 'mental health ambassadors' take an active role in promoting the well-being of their peers.

Older pupils are proud to be 'buddies' for younger children. Pupils are proud to be members of the school or sports council. These experiences help to develop pupils' sense of responsibility.

What does the school do well and what does it need to do better?

Published data does not reflect the quality of education provided by the school. In 2024, pupils' attainment at the end of Year 6 was significantly below the national average. The school has identified the reasons for these outcomes.

It has taken effective steps to address weaknesses in the previous curriculum. In addition, the school has ensured that the considerable and increasing number of pupils at the school who are disadvantaged and/or have special educational needs and/or disabilities (SEND) continue to have their needs met. For example, leaders provide useful information so teachers can adapt the curriculum for these pupils.

Pupils deepen their knowledge and skills across the curriculum. In each subject, the school has carefully considered what pupils will learn and when. For example, in art and design, pupils develop their skills in drawing and broaden their range of sketching techniques over time.

In mathematics, they learn multiplication tables fluently so that they can apply their knowledge to solve mathematical problems.

The school has successfully provided appropriate training for teachers to strengthen further their subject knowledge. As a result, teachers present new information clearly and correct pupils' misconceptions effectively.

In the early years, teaching has a sharp focus on children's language. Staff match activities well to children's starting points. For instance, children with additional needs receive extra support to develop their physical or communication skills.

Pupils benefit from an effective early reading programme, including those who need support to catch up. Children get to know familiar stories and poems well in the Nursery and Reception Years. The school ensures that staff match teaching and books precisely to pupils' reading ability.

As a result, pupils are supported to build their phonics knowledge and read with increasing accuracy and confidence.

Pupils have positive attitudes to learning and work well together. Most pupils have good attendance.

However, absence continues to be too high for a minority of pupils. The school is tenacious in identifying patterns in pupils' absence and removing barriers to their attendance. Nonetheless, some pupils develop gaps in their knowledge because they do not attend school regularly enough.

The school has designed an effective personal, social and health education programme. For example, older pupils learn what makes a good friendship. They know about online risks and how to keep themselves safe.

Children in the early years learn how to take turns when completing an activity together. Strong routines help them learn when to listen. This builds strong foundations for cooperating with each other.

Pupils develop secure knowledge of equality and the rule of law. They understand that people may be disabled for many different reasons and that any form of discrimination is wrong. The school develops pupils' knowledge of diversity through the books they read and visitors to the school.

Pupils know that it is important to be kind to everyone and to celebrate their differences.

The school is ambitious to develop pupils' talents and interests. For example, pupils spoke with an astronaut in space.

Some pupils participate in the extra-curricular activities on offer, such as sports and music. However, these activities are limited in scope, and the school does not support pupils to benefit from these experiences as well as it could.

Trustees fulfil their role effectively.

They gain sharp insights into the school's work and support leaders to make the right improvements. Trustees and leaders are mindful of staff workload and considerate of their well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils do not attend regularly enough. As a result, they sometimes develop gaps in their knowledge and skills, which hinders their learning. The school should ensure that it works closely with parents and carers to reduce absences so pupils do not miss vital learning opportunities.

The school does not support pupils well enough to gain beneficial experiences beyond the classroom. This limits the development of pupils' wider skills, talents and interests. The school should ensure that there is a suitable range of extra-curricular opportunities and support pupils to make good use of them.