Oundle Church of England Primary School

About Oundle Church of England Primary School Browse Features

Oundle Church of England Primary School


Name Oundle Church of England Primary School
Website www.oundleceprimary.org
Ofsted Inspection Rating Outstanding
Inspection Date 14 February 2011
Address Cotterstock Road, Oundle, Peterborough, Northamptonshire, PE8 5HA
Phone Number 01832272392
Type Academy
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 23
Academy Sponsor Peterborough Diocese Education Trust
Local Authority Northamptonshire
Percentage Free School Meals 8.6%
Persisitent Absence 7.1%
Pupils with SEN Support 8.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Oundle Church of England Primary School is of average size and it caters for pupils up to Year 4. A large majority of pupils come from the town although an increasing number, currently about a quarter of pupils, come from surrounding villages. Almost all the pupils are of White British heritage. The number of pupils identified as having special educational needs and/or disabilities is about half the national average. Very few pupils are known to be eligible for free school meals. There is a breakfast club to provide care for pupils from 8.00am each day. This provision is managed by the governing body and is included within this inspection. The school has gained a number of awards, amongst them enhanced Healthy Schools Status and the Eco-School silver award.

Main findings

Oundle Church of England Primary is an outstanding school. It provides an excellent well-rounded education in which pupils thrive in both their personal and academic development. The exciting and stimulating curriculum inspires the pupils and enables them to achieve highly. They are highly enthusiastic about school and learning. Parents and carers agree. They wholeheartedly support the school and appreciate all that it offers for their children. Parents and carers of pupils with special educational needs and/or disabilities are particularly impressed with programmes the school puts in place to ensure that their children’s needs are met. These result in these pupils making exceptionally good progress and achieving highly. The outstanding commitment of the headteacher, and all the staff, to treat each child as an individual is one of the keys to the school’s success. All the staff understand the needs of all pupils exceptionally well. Their progress is checked and carefully monitored from the day that they enter the Reception classes. Because the school values the pupils’ personal and emotional well-being as highly as their academic needs, pupils learn in a secure and positive atmosphere which is underpinned by a strong ethos. This ensures they are challenged to reach their potential. Children in the Reception classes get off to an excellent start. As one parent said, ’Reception is top notch! What a wonderful way for our child to start her primary years at school.’ The wide range of exciting and stimulating activities in a supportive environment mean they learn extremely effectively and make rapid progress, particularly in their personal, social and emotional skills. In Years 1 to 4, pupils continue to make outstanding progress. Attainment at the end of Year 2 is significantly above average, and by the end of Year 4 many pupils attain the standards usually expected at the end of Year 6 in reading and writing. All groups of pupils do equally well. Current Year 4 pupils are on track to meet their challenging targets and to sustain these high standards. Senior staff, ably supported by the governing body, know how well the school is doing. The school has set highly challenging but realistic targets for future development. Self-evaluation is thorough and accurate, though occasionally a little cautious. The recent move to establishing teams of staff to monitor and promote areas of learning is starting to pay dividends, although as yet they are not sufficiently involved in checking the quality of teaching across the school. There is an outstanding capacity for further improvement. This is illustrated by the school’s record of sustaining the pupils’ outstanding personal development since the previous inspection and its success in improving provision and lifting progress to the current excellent levels.