Botley Church of England Controlled Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils at this school are enthusiastic about their learning and their school life. They are proud to represent the school in different ways. Older pupils take the role of house captain seriously.

They know that they are role models for the rest of the school. During playtimes, sports leaders help to organise activities and make sure everyone is included in games. The school ensures that all pupils, including those with special educational needs and/or disabilities (SEND), can take part in different events, such as sporting competitions.

Pupils live out the 'heart values' of courage, respect and stewardship. They talk about why these matter to them and how important ki...ndness is. Parents recognise that the school offers a nurturing and caring environment which makes pupils feel safe.

Everyone is clear that all are welcome at this school. This view underpins the inclusive nature of the school.

The school is ambitious for all pupils.

From the early years and beyond, there is a carefully designed curriculum that helps prepare pupils for the next stage of their education. This includes preparing pupils to be active citizens in the community.

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

Leaders have made deliberate decisions about what they want pupils to achieve during their time in school.

The determination for pupils to be successful permeates through the staff. This helps to prepare pupils for their next stage of education and life beyond primary school.

The school has focused on refining the curriculum and identified what pupils must know in each subject.

Leaders have thoughtfully considered the most important information they want pupils to remember. Staff check that pupils understand these key concepts. This begins in the early years.

Learning is adapted to meet the needs of pupils, including those with SEND. As a result, pupils achieve well. Pupils are enthusiastic about their learning and eager to talk about what they know.

They are less clear, however, on what they have learned before as it is not always revisited to keep their knowledge fresh in their minds.

There has been a sharp focus on the vocabulary that pupils should learn as they progress through the school. This was identified as an area for development following the COVID-19 pandemic.

Staff have prioritised the subject-specific language they want pupils to remember from the early years to Year 6. Pupils generally understand what these words mean and why they are important. In science, for example, key stage 1 pupils spoke confidently about predators and prey, giving examples to back up their ideas.

Sometimes, in the early years, adults do not help children to develop a strong understanding of key vocabulary.

The school is clear that reading is a priority, and children start learning phonics as soon as they join Reception. There is a common structure to the teaching of phonics in Reception and Year 1.

This shared approach helps children transition from the early years into key stage 1. Staff check that pupils have understood the sounds they are learning. If they have not secured the intended sounds, extra support helps pupils to keep up with their peers.

The library is a warm and welcoming environment which pupils love to visit. Children in the early years are keen to choose a new book and enjoy sharing stories with their friends and teachers. Story time across the school is a joyful occasion.

Pupils love listening to stories and finding out what happens next.

Behaviour is exemplary. Pupils know and understand the school rules.

These are deliberately linked to the school values. Relationships between staff and pupils are based on mutual respect. Pupils are polite, courteous and enthusiastic.

In the dining hall, the youngest children learn the routines of eating lunch. Older pupils support them in understanding the expectations. Throughout the school, there is a calm atmosphere where everyone can learn.

Pupils' personal development is a strength of the school. There is a vast array of clubs and activities that all pupils can take part in. Pupils are grateful for this extensive offer.

The school carefully tracks who is attending clubs to make sure that all pupils have the opportunity to develop an extra-curricular interest. The pastoral support the school offers to pupils is exceptional. Through the personal, social and health education curriculum, pupils develop an age-appropriate understanding of relationships and staying safe.

Older pupils talk confidently about their 'personal bubble' and why others must ask permission to enter this space. Pupils demonstrate the school value of stewardship through their fundraising activities. They enjoy taking care of the school's tranquillity garden.

They nurture this space with love and attention.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils do not always recall key knowledge, particularly from prior learning.

This means that sometimes they have gaps in their learning. Leaders need to ensure that teaching activities enable pupils to routinely revisit their prior learning, so that they retain it in their long-term memory. ? In the early years, the learning environment does not support children to develop the intended vocabulary.

Staff do not always intervene to extend children's understanding of key words. This means that children are not consistently exposed to broad, rich vocabulary and do not learn new words as well as they could. Leaders should continue to support staff to understand how best to help children to understand and remember the intended vocabulary.

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