Pangbourne Primary School

Inspection of a good school: Pangbourne Primary School Kennedy Drive, Pangbourne, Reading, Berkshire RG8 7LB

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Inspection dates: 28 February and 1 March 2023

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Outcome

Pangbourne Primary School continues to be a good school.

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What is it like to attend this school?

Pupils feel safe and happy attending Pangbourne Primary School. They are cared for by teachers and leaders, who know each of them well. Pupils enjoy their lessons here. They generally learn well, although some who have fallen behind in reading and mathematics need more effective help to catch up.

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What is it like to attend this school?

Pupils are encouraged to think about others, for example by supporting charities or taking on leadership responsibilities. House captains and pupil council representatives wear their badges proudly. They say that part of their role is modelling the school’s values to others and representing the school in the wider community. Pupils benefit from opportunities to become more confident and to explore their talents, particularly through the arts. They enjoy singing at a local arts venue, and many attend clubs such as drama and street dance. Science club is also popular, where pupils feel inspired by exciting experiments such as making ‘elephant toothpaste’.

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What is it like to attend this school?

The majority of parents and carers are pleased with the school. Many talk about the ‘family feel’ that leaders have created. Reflecting the views of many, one parent commented, ‘Each child is treated with respect and given the opportunity to develop according to their abilities and interests.’

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

Leaders rightly prioritise pupils’ personal development at this school. They have made sure that pupils receive a broad and relevant curriculum in personal, social, health and economic education. This includes a particular focus on healthy relationships and how to recognise those that are unhealthy. Pupils are given lots of opportunities to learn about their mental and physical health. This work begins in the early years, where children learn to exercise regularly and eat healthily. Pupils are taught strategies for managing their own mental health, and many describe the positive difference that lessons and workshops on this subject have made to their lives. 28 February and 1 March 2023

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Pupils behave well at this school, both in lessons and in the playground. When pupils occasionally become distracted in lessons, this is managed effectively by teachers so that everyone stays focused on their learning. Although behaviour in the playground is sometimes boisterous, it is very rarely unkind. Leaders tackle any instances of bullying well, which stops it from continuing. They recognise that some pupils need additional help with their behaviour, and quickly put in place effective support.

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Leaders have made sure that all pupils, including those with special educational needs and/or disabilities (SEND), follow a broad and ambitious curriculum in a wide range of subjects. They have thought carefully about what pupils need to know and remember to make progress in each subject. In foundation subjects, pupils generally learn well and enjoy talking about what they remember from previous units of work. Teachers ask pupils questions as part of class discussions, but they are not systematic in checking that all pupils have understood the learning in these subjects. This means that pupils sometimes develop misconceptions, which are not addressed until a subject is taught again much later. Leaders have already identified this as an area for further development.

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Pupils learn to read well here. Leaders have a well-established approach to teaching phonics, which begins right from the early years. Children in the Nursery enjoy sharing stories and learning through songs and poems. Leaders have made sure that the reading books they give to pupils help them to practise the sounds they learn in class. In both reading and mathematics, teachers regularly assess pupils and identify those who need some extra help. Although this support is generally effective, this is not always the case. Sometimes, teachers and teaching assistants use different terminology and methods, which is not helpful.

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Leaders recognise the importance of staff’s well-being, and make this a priority in their work. Staff say that there is a strong sense of community at the school, which means that they always have support if they need it. They include leaders in this, whom staff describe as approachable and always ready to listen. Governors also recognise this aspect of the school’s work and regularly check in on the well-being of staff in school, including the leadership team. Teachers early in their careers benefit from high-quality mentoring and guidance.

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Governors are knowledgeable about the school. They work supportively with leaders, and also ask challenging questions where needed. They use a range of information to check that the school continues to provide pupils with a good standard of education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders make safeguarding a priority in this school. They ensure that all staff are well trained to understand their responsibilities. Staff identify concerns accurately and pass them on as appropriate. Leaders take quick and effective action to help pupils and their families. Where necessary, they liaise with external services and the local authority to get advice or support. Pupils learn about how to keep themselves safe, and know whom to 28 February and 1 March 2023

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talk to if they are worried about anything. Leaders perform the appropriate checks on new staff and handle any concerns accordingly.

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(Information for the school and appropriate authority)

 Although teachers use assessment to identify pupils who are falling behind in reading and mathematics, the support to help these pupils catch up is not always as effective as it could be. This is because the members of staff delivering it lack the training they need. Leaders should ensure that teaching and additional support are consistently effective. This will benefit all pupils, but particularly those who need extra help in reading and mathematics, some of whom also have SEND.  Leaders have not ensured that there is a systematic approach to checking understanding in the foundation subjects. Pupils do not always get the opportunity to correct any misconceptions before moving on with the curriculum. Leaders should continue with their plans to develop assessment in the foundation subjects so that misconceptions are more routinely identified and corrected.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. 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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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.

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Background

This is the second ungraded inspection since we judged the school to be good in July 2012.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 28 February and 1 March 2023

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 28 February and 1 March 2023

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School details

Appropriate authority The governing body

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School details

Website http://pangbourne.w-berks.sch.uk

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School details

Date of previous inspection 22 March 2017, under section 8 of the Education Act 2005

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Information about this school

 The school contains a nursery provision, which accepts children from the age of three.  The school does not currently use any alternative provision.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with leaders and has taken that into account in his evaluation of the school.  The inspector met with senior staff, including the headteacher, the deputy headteacher and the key stage 2 team leader.  The inspector carried out deep dives in these subjects: reading, mathematics and geography. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of their work.  The inspector spoke with representatives of the local authority and the school’s governing body. 28 February and 1 March 2023

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 The inspector met with pupils, parents and staff to discuss their views of the school as well as taking into account their responses to Ofsted’s questionnaires.  The inspector checked that the arrangements for safeguarding are effective. He met with the designated safeguarding lead, scrutinised records of concerns, checked the single central record and had conversations with pupils, staff and governors about this aspect of the school.

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Inspection team

Chris Ellison, lead inspector His Majesty’s Inspector 28 February and 1 March 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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