Holyport CofE Primary School

Highlights from Latest Inspection

Outcome

Holyport C of E Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Amanda Featherstone.

This school is part of the Oxford Diocesan Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Anne Dellar, and is overseen by a board of trustees, chaired by Kathy Winrow MBE.

What is it like to attend this school?

Pupils flourish in this tolerant, compassionate and inclusive environment.

Their gifts and talents are specifically recognised and celebrated, reflecting the school's strong... ethos to focus on and nurture each individual pupil. Pupils work hard to live out the school's values, such as friendship, trust and respect. The youngest children settle, follow consistent routines and make friends quickly.

Pupils feel safe in school because they trust the adults who look after them. They can always find an adult to listen to them if they are worried or concerned. The school celebrates diversity, which was reflected on by one pupil, who said, 'Everybody brings their own unique thing to school, and that is good for everyone.'



Pupils work hard to reach the high expectations of behaviour and learning set by their teachers. This, together with their positive attitudes to learning, helps pupils of all abilities achieve. Parents and carers agree.

One commented, 'The school has a nurturing environment that allows any child to thrive.' Pupils are happy at school, reflected in their above-average attendance. Right from the start in the Reception class, children are taught to behave well.

This is clearly seen in the strong relationships that are apparent throughout the school. Instances of bullying are rare, but adults deal with it swiftly and effectively if it does happen.

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

The school has high ambitions for its pupils, wanting them to achieve their best.

The recently updated curriculum focuses on challenging pupils well. 'Busy' learning in Reception sees young children having 'hands on' experiences. This develops their vocabulary while they learn skills such as taking turns, and these experiences are effectively built on in subsequent year groups.

Most subjects, including English and mathematics, are well embedded. Pupils are able to build on what they already know and understand. There are a few other subjects, such as history and geography, where this is not yet the case.

The school recognises the importance of identifying the skills and knowledge pupils need to learn clearly in these areas. The school's aim is that achievement in these subjects matches the high standards pupils reach in subjects like physical education and music.

The school has established a solid foundation for the learning of English and mathematics.

Phonics is delivered skilfully and consistently across infant classes by well-trained teachers. As a result, reading is well taught. Pupils achieve higher-than-average scores in the Year 1 phonics screening check.

Pupils who are struggling to read are quickly identified and given extra help so that they catch up. The school has a structured approach to developing pupils' writing skills. Children in the early years practise their letter formation often and quickly move on to writing words.

Teachers plan interesting lessons to stimulate learning and capture pupils' imaginations. Pupils enjoy lessons. They behave well because they want to learn.

Teachers adapt tasks skilfully so that all pupils can access the learning and do their best. As a result, pupils of all abilities achieve well, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Teachers regularly check on pupils' understanding.

They act swiftly if pupils need extra help. Teaching assistants, known as 'helping hands', provide pupils with emotional support during lessons. This ensures they access learning effectively and achieve.

As a result, low-level disruption is rare and loss of learning time is minimised. This illustrates the school's commitment to improving all pupils' achievement.

The school is rightly proud of the extensive opportunities it provides for pupils' personal development within the curriculum.

Pupils appreciate their opportunities to learn and develop. They are proud of their school and the part they play in it. There are many leadership positions that pupils hold.

Roles such as 'religious education ambassadors' and 'healthy eating ambassadors' enable pupils to develop their characters and social skills. Pupils want to give back to the school. Older pupils who are 'primary young ambassadors' act as role models to younger pupils.

Pupils are tolerant, respectful and accepting. This helps prepare them for when they meet the challenges of secondary school.

The trust has worked effectively with the school's governing body, offering good-quality support, especially around curriculum.

Staff at all levels appreciate the training opportunities they have to develop their expertise. Staff trust school leaders. They feel consulted when changes are being made and supported in balancing their workload and well-being.

Staff are particularly positive about the trust's new appraisal process, 'Growing Great People'. It is viewed as a commitment of investment by the school and trust.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, the knowledge and skills the school wants pupils to learn is not identified precisely enough. As a result, some pupils have gaps in their knowledge. The school should ensure that the curriculum in these subjects sets out the sequence of learning clearly, including opportunities for pupils to practise what they have learned so that their achievement improves further.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.