Homelands Primary School

Homelands Primary School is performing securely overall. Inspectors found the school meeting expected standards across achievement, attendance and behaviour, curriculum and teaching, early years, inclusion, leadership and governance, and personal development and wellbeing, with safeguarding standards met. Pupils generally achieve well, are proud of their work, and benefit from a well-designed, inclusive curriculum. The school's work to support pupils with SEND, disadvantaged pupils, and pupils joining at different times is a particular strength, and the early years provision gives children a strong start, especially in communication, language, and phonics. Leaders have high expectations and a clear moral purpose, and governors provide effective support and challenge. Behaviour is calm and positive, pupils feel safe, and personal development is broad, including trips, clubs, forest learning, and opportunities to understand democracy and diversity. The school has made rapid improvements in attendance and has rigorous systems, but attendance and persistent absence remain above national averages, and disadvantaged pupils' attendance remains a focus. The main areas for further work are continuing to improve attendance, especially for disadvantaged pupils, and embedding strategies to check that pupils have secured foundational knowledge, particularly spelling and punctuation. Published mathematics outcomes have been below national averages, and some teaching does not consistently address repeated spelling and punctuation errors. Leaders are aware of these priorities and have appropriate plans in place.

Strengths

• Inclusive culture that supports pupils with SEND and disadvantaged pupils to succeed alongside their peers.
• Pupils generally achieve well and take great pride in their learning.
• Well-designed curriculum with clear essential knowledge, skills, and vocabulary.
• Secure phonics and early reading provision with well-trained staff.
• Strong early years provision that prioritises communication, language, and independence.
• Pupils behave well in a calm, respectful school environment.
• Effective leadership and governance with accurate oversight and high moral purpose.
• Broad personal development programme including trips, clubs, forest learning, and British values.
• Rapid improvements in attendance through rigorous systems and work with families.
• Staff feel supported with workload, wellbeing, and professional development.
• School sits at the heart of the community with strong parental support.

Areas for Improvement

• Attendance remains below national averages, with persistent absence above national.
• Disadvantaged pupils' attendance still needs further improvement.
• Mathematics outcomes have been below national averages across recent years.
• Some teaching does not address pupils repeating previously corrected spelling and punctuation mistakes.
• Leaders need to continue embedding strategies to check secure foundational knowledge, especially spelling and punctuation.
• Disadvantaged pupils' combined outcomes and performance gaps remain a focus, although latest data are closer to average.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Homelands Primary School attended 92.3% of sessions (the national figure for primary schools was 94.8%). 18.0% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.0% of pupils at Homelands Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Homelands Primary School had 20.5 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 7.6% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 14.4% of pupils at Homelands Primary School were on SEN support (nationally 15.4%) and 4.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Homelands Primary School received £8,560 and spent £8,834 for each of its 200 pupils. It ended the year with reserves of £170,000 (£854 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

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What is Homelands Primary School's Ofsted rating?

The latest Ofsted rating for Homelands Primary School is Expected standard, from an inspection in July 2026.

When was Homelands Primary School last inspected by Ofsted?

Homelands Primary School was last inspected in July 2026.

How many pupils does Homelands Primary School have?

Homelands Primary School has 208 pupils on roll.

What age range does Homelands Primary School cover?

Homelands Primary School for pupils aged 3 to 11.

What are Homelands Primary School's SATs (KS2) results?

In 2025, 57% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Homelands Primary School?

Homelands Primary School is at Westhill Road, Torquay, Devon, TQ1 4NT.