St Mary’s Church of England (Aided) Primary School, Chipping Norton

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this friendly and welcoming school. There is a strong ethos of mutual respect and support in all areas. Pupils know that adults will deal with any worries or concerns they have.

They are happy and, they feel safe and well cared for. Pupils are keen to meet the high expectations that staff have for behaviour and achievement. They show positive attitudes to their work.

Pupils behave kindly towards others and are thoughtful learners. In early years, children look forward to the interesting range of activities that help them develop their independence and self-confidence. Overall, most pupils, including those with special educational needs and/or di...sabilities (SEND), achieve well and are prepared for the next stage of their education.

Pupils appreciate the wide range of opportunities available. They relish visiting the local secondary school to make a trebuchet, taking part in theatre performances and meeting international authors. Pupils are proud of their leadership responsibilities such as being foundation buddies, play pals, librarians and school counsellors.

They enjoy learning new skills and enthusiastically attend the sewing, gardening, art and sports clubs. Pupils are especially delighted about the talent show they hosted for their families and the community.

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

The school has a strong and compelling vision for pupils' success and achievements.

However, historically some pupils, including those with SEND, have not achieved well in published outcomes. Previous weaker achievement was linked to poor attendance for a high proportion of pupils and some key inconsistencies in curriculum thinking. The school has worked tirelessly to ensure that all pupils benefit from a good-quality education.

The impact of this work is clearly evident. The number of pupils who do not attend school regularly has reduced significantly and all pupils, including those with SEND, are moving through the curriculum more successfully than before.

The curriculum in all subjects is well constructed and ambitious.

The school has set out precisely the essential knowledge that pupils need to learn and the order in which it should be taught. Pupils build a broader appreciation of different subjects through a range of experiences such as visiting art galleries and the theatre. They learn about their local history through trips to Chipping Norton museum, the church and the railway station nearby.

Staff benefit from a well-thought-out programme of training and support. They provide pupils with SEND with the resources they need to help them access the same curriculum as their peers. Consequently, pupils with SEND make strong progress in their work.

Staff use their effective training to explain new learning clearly. However, sometimes, they do not check what pupils know and understand carefully enough, including in phonics, before introducing new work. This means that any gaps and misconceptions are not addressed effectively.

As a result, some pupils do not learn as well as they could. One pupil said, 'Sometimes I get confused about what I need to remember because adults don't check what I don't know.'

Reading is central to the school's curriculum.

Children are introduced to phonics from the moment they join Reception class. Pupils read books that are closely matched to the sounds they are taught. They enjoy reading a broad range of books, which provide insights into different cultures and diversity.

This promotes pupils' love of reading.

Lessons are calm and purposeful. This enables pupils to focus.

Younger children take turns and collaborate with each other through play. They talk animatedly about the recycled 'watering bottles' they make to help keep their plants healthy. Most parents are full of praise about how 'staff go over and above' to help their children and families.

School leaders and governors know well what needs to improve further in the quality of education. Governors visit the school regularly. They provide challenge and support in equal measure.

Staff morale is high. They feel greatly supported to manage their workload effectively.

The curriculum prepares pupils well for life in modern Britain.

They have a well-rounded understanding of equality and diversity. Pupils have plentiful opportunities to discuss current affairs. For instance, they talk maturely and with consideration about the importance of mutual respect and individual liberty.

Pupils have an age-appropriate understanding of different types of family and relationships. They understand and appreciate different cultures and communities. One Year 3 pupil echoed the views of her friends and said, 'We treat everyone how we want to be treated, with kindness and without prejudice.

We are all equal and important.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, staff do not check what pupils know and understand carefully enough before moving them on to new learning.

When this is the case, gaps and misconceptions, including in phonics, are not addressed effectively. As a result, some pupils do not learn as well as they could. The school should ensure that teachers assess pupils' knowledge consistently and accurately to enable them to make informed decisions about what to teach next.