Wantage Church of England Primary School

About Wantage Church of England Primary School Browse Features

Wantage Church of England Primary School

Name Wantage Church of England Primary School
Website http://www.wantagece.org
Ofsted Inspection Rating Good
Inspection Date 24 June 2015
Address Newbury Street, Wantage, Oxfordshire, OX12 8DJ
Phone Number 01235762396
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 438 (48% boys 52% girls)
Number of Pupils per Teacher 20.8
Academy Sponsor Vale Academy Trust
Local Authority Oxfordshire
Percentage Free School Meals 10.6%
Percentage English is Not First Language 5.7%
Persisitent Absence 8%
Pupils with SEN Support 13%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Wantage Church of England Primary School converted to academy status on 1 October 2013 as a founder member of the Vale Academy Trust. When its predecessor school, of the same name, was last inspected by Ofsted, it was judged to be good overall. The school is much larger than the average-sized primary school. There are two classes in each year group in Key Stages 1 and 2. In the early years, there are two full-time Reception classes and a part-time Nursery, providing morning and afternoon sessions. Most pupils are of White British heritage. The proportion of disabled pupils and those who have special educational needs is below average. The proportion of pupils supported by the pupil premium is well below average. This is additional government funding provided, in this school, to support pupils entitled to free school meals. The school meets the government floor standard which sets the minimum expectation of pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The current headteacher was appointed in September 2014. An executive headteacher oversees the work of all five schools in the Vale Academy Trust. There have been a number of changes to the teaching staff and the governing body over the last year.

Summary of key findings for parents and pupils

This is a good school. The headteacher has brought a real sense of purpose and direction to the school since her appointment. She is being very effectively supported by the deputy headteacher and the governing body. Together, they have the highest aspirations for pupils at the school. As a result, there have been significant improvements in the quality of teaching and pupils’ achievement over the course of the year. Since the school became an academy, and particularly over the past year, pupils have made good progress and standards are rising as a result. Throughout the school, pupils do particularly well in reading because phonics (letters and the sounds they make) is taught well and pupils read widely for pleasure and information. Teachers have high expectations of their pupils. They use questions effectively to check pupils’ understanding and deepen their knowledge. Children make a good start in the early years because they are well provided for. As a result, more are reaching a good level of development when they move into Year 1. Pupils behave well in assemblies, on the playground and around the school, and get on well together. They work hard and are keen to learn. The arrangements to keep pupils safe and secure are good and a priority for all the adults at the school. As result, pupils feel safe and well cared for. Sport has a high profile in the school. The primary sports funding is used very effectively to provide pupils with high quality coaching in a wide range of sports. The renewed governing body has a clear idea of the school’s strengths and weaknesses and is making sure that leaders continue to improve the school. The executive headteacher and the Vale Academy Trust have provided very effective support and challenge to the school on its journey of improvement. It is not yet an outstanding school because : The most-able pupils, in particular, do not do as well in writing as they do in reading and mathematics. Too few reach the higher levels at the end of Years 2 and 6. Teaching does not always challenge all groups of learners, particularly the most able, to make even faster progress. A significant minority of parents do not have confidence in the leadership and would not recommend the school to others.