|Name||Queen Emma’s Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 September 2018|
|Address||Burwell Drive, Witney, Oxfordshire, OX28 5JW|
|Religious Character||Does Not Apply|
|Number of Pupils||233 (49% boys 51% girls)|
|Number of Pupils per Teacher||23.8|
|Academy Sponsor||The Mill Academy|
|Percentage Free School Meals||17.6%|
|Percentage English is Not First Language||17.2%|
Information about this school
Queen Emma’s Primary is an average-sized school. It joined The Mill Academy Trust in October 2015. The trust board of directors and the local governing body oversee the work of the school. The director of education from the trust, led the school in the absence of the headteacher from October 2016. She has now returned to her job at the trust. The substantive headteacher and two senior leaders started in September 2018. Most pupils are of White British heritage. The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils who are supported by the pupil premium is in line with national figures.
Summary of key findings for parents and pupils
This is a good school Most pupils currently in the school are making good progress from their starting points in reading, writing and mathematics, because of the good and improving quality of teaching. Support from The Mill Academy Trust (the trust) has been instrumental to the school’s improvement since the last inspection. Governors are well equipped to provide effective challenge and support for leaders. Leaders have successfully tackled weaknesses seen in pupils’ achievement in 2017. Consequently pupils’ attainment and progress are improving. Results in 2018 are stronger than in the last two years. Senior leaders and governors have a good understanding of the strengths and weaknesses in the school. They have secure plans in place to address remaining issues. Broad curriculum experiences, including a wide range of visits, contribute well to pupils’ spiritual, moral, social and cultural understanding, which is interwoven through the whole curriculum. There is a strong culture of safeguarding. Pupils are confident that they are safe in school. They learn how to keep themselves safe in a variety of situations. Although the overall quality of teaching is good, a small number of inconsistencies remain. Some tasks are not matched to pupils’ abilities well enough, particularly for the most able pupils. Teachers do not routinely use questioning well, to deepen pupils’ understanding. Sometimes teachers do not extend or deepen pupils’ knowledge and skills well enough in different subjects. Basic writing skills are not taught consistently well. Pupils behave well in class and around the school. The vast majority of parents and carers have positive views of the school. Pupils’ attainment remains below the national average at the end of key stage 2. However current pupils are making good progress, from their starting points, in English and mathematics. Pupils are increasingly working at age-related expectations, particularly in early years and key stage 1. The early years is led effectively. Children make strong progress in their learning, so most are well prepared for Year 1. Attendance and persistent absence are not yet in line with national averages.