Kirtlington Church of England Primary School

Name Kirtlington Church of England Primary School
Ofsted Inspection Rating Good
Inspection Date 09 January 2019
Address Heyford Road, Kirtlington, Kidlington, Oxfordshire, OX5 3HL
Phone Number 01869350210
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 61 (55% boys 45% girls)
Number of Pupils per Teacher 16.9
Local Authority Oxfordshire
Percentage Free School Meals 9.8%
Percentage English is Not First Language 0%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

Kirtlington School is much smaller than the average-sized primary school. The headteacher was appointed in September 2015. Several teachers started in September 2018, including a new leader of English. There has been a number of teaching changes in the joint Reception and Year 1 class, and a newly qualified teacher started in January 2019. She is being supported by a more experienced part-time teacher and by a separate mentor. In response to a falling roll, the governors recently decreased the class structure by a class. Pupils are currently taught in three classes. Almost all pupils at the school are from White British or other White backgrounds. The proportion of students who speak English as an additional language is well below that found nationally. Very few pupils are supported by the pupil premium. The proportion of pupils with SEND is in line with the national average, although no pupils currently have an education, health and care plan. There are well-developed links with the separately run pre-school, which uses the premises and whose children have lunch in the school dining hall. As a voluntary aided school, religious education, the school ethos and collective worship are inspected separately under section 48 of the Education Act 2005. The most recent section 48 inspection was conducted on 29 January 2018.

Summary of key findings for parents and pupils

This is a good school Leadership is effective. The headteacher drives the school forward with passion and determination. Recent leadership appointments have increased capacity for improvement. As a result, pupils are making good progress from their starting points in a range of subjects. Governance is strong. The governing body has developed good communication across the school community. Governors know what the school does well and what could be even better. Safeguarding throughout the school is effective. Pupils learn skills that keep them safe, including when learning online. Provision for pupils’ spiritual, moral, social and cultural education is a strength of the school. A wide range of experiences enhances their development to ensure that pupils are ready for life in modern Britain. The quality of teaching is good. Teachers use their strong subject knowledge to structure learning well. They ask searching questions, which help pupils deepen their knowledge and understanding. Pupils enjoy learning, listen attentively in class and work cooperatively with their peers. They reflect the school’s values to a high standard. Pupils’ behaviour is good around the school. Pupils take care of one another, for example by ensuring that everyone is included in games. School is a happy place for them. Pupils develop into successful learners because : provision for their personal development and welfare is good. Pupils take an active part in the day-to-day running of the school. As a result, pupils thrive and grow in confidence. Pupils achieve well. Standards of reading, writing and mathematics are high. Current pupils are making good progress in these areas across the school. The curriculum provides pupils with some exciting and memorable learning experiences. However, there are gaps in coverage and in the skills pupils should be acquiring across different subjects. Early years provision requires improvement. Following a period of staffing turbulence, children’s attainment dipped in 2018. Staffing has very recently stabilised. However, adults are not yet using their assessments well enough to support children’s learning.