Otterbourne Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils flourish as they enjoy learning and playing together in this united school community.

From the moment they start school, pupils learn about the world through an exciting curriculum. As a result, they achieve well. Pupils, including those with special educational needs and/or disabilities (SEND), appreciate the support they receive.

Staff have high expectations of pupils. Pupils have high expectations of themselves. They know that they are role models for the values of the school.

They show these through their attitudes and actions. Pupils trust the adults in school. They know that staff will support them with any challenges they might face.

In... this atmosphere of nurture and respect, pupils focus on their work with enthusiasm.

Wider enrichment opportunities are at the heart of pupils' learning. They are proud to work as part of the many school councils.

These range from well-being to sport. Over 80 pupils have meaningful responsibilities in the pupil parliament, both in school and in the wider community. All pupils benefit from the school's vast range of clubs and activities.

The annual science and art fayres help pupils to cultivate new interests. Pupils leave Otterbourne confident, resourceful and ready for their next steps in education.

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

Reading and the development of rich vocabulary has a high priority in the school.

Children enjoy learning to read as soon as they start in the Reception Year. Pupils use the stories they hear to build understanding of new and challenging words. They have lots of opportunities to practise using books that contain the sounds they have learned.

They become confident readers. Teachers quickly spot pupils who struggle with reading. They ensure that these pupils get the extra help they need to catch up.

Regular story time sessions captivate the interests of pupils in a range of exciting books. These are carefully chosen to reflect life in modern Britain. For example, pupils in Years 5 and 6 speak passionately about the impact of 'I am not a label' on their understanding of disability.

The school has developed an ambitious curriculum for its pupils. It prepares pupils well for the future. 'Pillars', which support character development, underpin the curriculum.

This approach teaches pupils how to show determination as they learn number facts or spelling rules. Typically, the curriculum is well sequenced and precise. For example, in mathematics pupils hone their skills in carefully designed stages.

In a few subjects, the school is not as explicit as it could be about the most important knowledge pupils need to recall over time. This means that it is hard for teachers to check that pupils are ready for their next steps in learning.

The school knows its pupils well and builds strong relationships with families.

This partnership approach helps the school swiftly to identify the differing needs of pupils. Effective support is carefully planned in response. Most pupils with SEND access the same curriculum as their peers.

Where necessary, adapted resources or help from additional adults is offered. Pupils with SEND achieve well from their individual starting points.

Respect is the hallmark of behaviour throughout the school.

There is regular praise and celebration of pupils' achievements. This starts in the Reception Year, where children try hard to 'move up' their individual ladders. Pupils in older years are keen to achieve the daily 'wizard worker' award or earn 'house points' for their team.

Pupils are very polite and courteous to each other and staff. Pupils listen intently to their peers as they lead assemblies or share their ideas in lessons.

The way that the school approaches personal development is exceptional.

As a result of the clear and compelling vision, staff design a vast range of clubs and wider curriculum activities. These inspire the imagination of the pupils. The school makes sure that all pupils, especially those most vulnerable, benefit from these opportunities.

Nothing is left to chance. Pupil leadership extends throughout key stage 2. This means that pupils practise their skills over time.

They develop self-confidence and public speaking skills. The eco-council have worked to change attitudes to waste in school. They have successfully introduced, and trained the whole community to use, composting and recycling bins.

A strong culture of teamwork permeates the school. Governors know the school well. They work with staff to provide support and challenge to help the school improve further.

Staff appreciate the actions taken to help them to manage their workload and well-being.

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 school has not identified precisely enough the important knowledge that pupils need to learn.

This means that teachers do not always check that crucial knowledge has been learned, so that pupils are ready for the next stages of their learning in different subjects. The school should ensure that all curriculum thinking is explicit about what knowledge should be taught and how it is checked. This will ensure that pupils have the secure knowledge they need for future learning in all areas of the curriculum.