RAF Benson Community Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of RAF Benson Community Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding RAF Benson Community Primary School.

To see all our data you need to click the blue button at the bottom of this page to view RAF Benson Community Primary School on our interactive map.

About RAF Benson Community Primary School


Name RAF Benson Community Primary School
Website http://www.raf-benson.oxon.sch.uk
Inspections
Ofsted Inspections
Headteacher Mrs Steph Fawdry
Address RAF Benson, Wallingford, OX10 6EP
Phone Number 01491836460
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 175
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this school?

The school's vision of 'per conatum ad astra' (through endeavour to the stars) drives the academic and pastoral ambition of leaders for all pupils at the school.

Pupils benefit from a range of wider opportunities, including sports clubs, learning to play a brass instrument and looking after the school's hens.

They embrace positions of leadership responsibility, such as those of science ambassadors and school councillors. Younger children enjoy their outdoor learning, for example when carefully picking apples to make apple crumble.

Staff have high expectations of pupils' behaviour, and model exactly what they expect.

As a result, pupils are courteous ...and try hard to do what's right. On the whole, pupils behave well in lessons and focus on their learning. Pupils are happy in this caring school and feel safe and secure.

Bullying can sometimes happen, but pupils are confident that staff will listen and sort things out quickly and effectively.

Leaders are acutely aware of the challenges of a constantly changing school population. Families, particularly those who have a loved one away, or who are new to the school, appreciate the pastoral care provided.

All children get the start they need and feel that they belong.

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

Leaders have developed an ambitious curriculum to meet the needs of all learners. They have ensured that it is carefully sequenced so that children's learning builds from early years.

Leaders ensure that staff quickly identify the needs of pupils with special educational needs and/or disabilities (SEND), and those who are new to the school. These pupils learn well alongside their classmates, benefiting from suitable adaptations and encouragement. Some pupils receive extra support to acquire the social and emotional skills to help them learn even better when they are in the classroom.

Many teachers show real expertise in how they help pupils learn. In mathematics and science, for example, staff follow carefully structured plans to help pupils recap prior learning before moving on to new content. Newer teachers and subject leaders benefit from skilled mentoring and coaching.

This contributes to improved curriculum delivery and pupils achieving well overall.

Leaders have prioritised the teaching of reading. Staff begin this work as soon as children join the school in Reception Year and quickly create a love of stories and books that continues through the school.

However, some staff lack the knowledge to teach phonics consistently well to the minority of pupils who struggle to learn to read. For example, while adults frequently listen to pupils read, they do not ensure that they use a book that is well matched to the sounds that pupils know and can read.

Children in early years get off to a strong start, settling quickly into clear routines.

They learn to play cooperatively and take advantage of considered learning opportunities, such as developing their coordination by balancing marbles on top of golf tees. Pupils want to behave well. They respond positively to the school's reward system, contributing their tokens to their house with pride.

Very occasionally, older pupils do not regulate their behaviour appropriately. This can slow teaching and hamper pupils' learning.

The school's work to support pupils' personal development is a strength.

Leaders ensure that pupils have regular opportunities to learn about their unique locality and the wider world. Pupils gain a range of strategies to increase their independence and resilience. The personal, social, health and economic education programme helps them to learn to look after their bodies and their minds.

Pupils enjoy expressing opinions and hearing the views of others, both as part of the curriculum and in assemblies. Pupils have a good understanding of the risks they may face outside the base. They know how to keep themselves safe when online.

Through well-considered activities, they experience democracy in action and learn about the importance of diversity and equality. This helps them to prepare for life in modern Britain. Trips, special events and wider learning opportunities broaden pupils' cultural understanding.

Leaders and governors have an accurate view of the school's strengths and priorities. Governors are working together to more effectively challenge and support the school. There is more to do to ensure that they meet their statutory responsibilities consistently, including those related to pupils with SEND.

Leaders recognise the need to strengthen communication with parents and carers, especially parents of pupils with SEND.

Staff are proud to be part of the team and enjoy contributing to the vision for all pupils. They value the high-quality training and development opportunities provided.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure that safeguarding is a priority. Staff receive regular training and updates.

They have a secure understanding of what to look for and how to respond to any safeguarding worry. Staff report concerns promptly and leaders take these concerns seriously. At the time of the inspection, there were some gaps in some safeguarding records.

Leaders acted quickly to rectify these issues and put steps in place to ensure that all records are kept according to guidance. There were some omissions in the single central record, and these were rectified during the inspection.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Safeguarding record-keeping is not always thorough enough.

Occasionally, the chronologies of concerns about pupils are not clear and leaders have not recorded their decision-making and all actions carried out in response to concerns. This risks important information or decisions being overlooked, should there be further concerns about any pupils. Leaders should ensure that the chronology of any concerns about pupils, and their decision-making in response to these, are sufficiently detailed and clear.

• Those responsible for governance have not assured themselves that all statutory duties are fulfilled in a timely fashion. This means that school leaders are not always supported and challenged to further improve the school. Governors need a deeper understanding of their roles and responsibilities and to be systematic in their oversight so that they can assure themselves that all aspects of the provision, particularly for pupils with SEND, are delivered to the quality intended.

• The school's approach to teaching the weakest readers is not well embedded. This means that some pupils are not able to practise and apply their phonics knowledge with the necessary frequency to become fluent and confident readers. Leaders must ensure that all staff know how to support pupils as they learn to read and follow the school's agreed process, including matching reading books to the sounds that pupils know.


  Compare to
nearby schools