Bibury Church of England Primary School

Inspection of Bibury Church of England Primary School Church Road, Bibury, Cirencester, Gloucestershire GL7 5NR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good

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Overall effectiveness Good

Previous inspection grade Not previously inspected under section 5 of the Education Act 2005 24 and 25 May 2023

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What is it like to attend this school?

The school is a welcoming, inclusive and nurturing environment. It is clear that everybody matters here. Pupils are happy and thrive because they are valued and well supported. Leaders’ vision that every child develops a love of life and learning is woven into all that the school does. Pupils are inspired to be curious. They are fascinated to learn new things.

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What is it like to attend this school?

Pupils are excellent role models. They respectfully follow adults’ high expectations. Their behaviour and attitudes to learning are exemplary. Pupils are polite, kind and friendly.

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What is it like to attend this school?

The school goes above and beyond to provide memorable experiences for pupils. For example, pupils experience surfing or learn to play the piano. Pupils learn important skills, such as how to save, budget and spend money responsibly. Pupils enjoy making healthy meals in cookery club, for example.

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What is it like to attend this school?

Pupils feel safe at school. They trust adults to look after them. Bullying is rare. Pupils say that they always have someone to talk to. They confirm that adults quickly sort out any problems. The vast majority of parents express their delight in the school. They typically comment on the ‘family’ feel of the school and say that staff listen to their views.

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better?

Leaders and staff work together effectively to provide pupils with an ambitious and rich education. They have created a strong team spirit at the school. Governors and trust leaders support the school well. Staff are motivated and morale is high because leaders consider staff’s well-being and workload.

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better?

The curriculum is broad, and sequenced in a logical way. The crucial knowledge, skills and vocabulary leaders expect pupils to learn are identified clearly. Pupils routinely revisit previous learning to consolidate their understanding. For instance, in mathematics, Year 5 pupils use ‘flashbacks’ to recall what they know about short division. They apply this knowledge to practise and secure their skills further. Staff explain concepts clearly and regularly check how well pupils progress through the curriculum. However, at times, assessment does not identify when pupils would benefit from greater challenge.

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better?

Pupils develop a love of reading. Children learn to read as soon as they start school in the early years. The phonics curriculum is embedded and taught consistently well. Therefore, pupils develop the skills they need to be confident, fluent readers. Pupils learn wider reading skills, such as inference and deduction. Pupils enjoy learning new vocabulary, such as ‘palaeontologist’ and ‘tenaciously’. Leaders swiftly identify when pupils find reading difficult and provide extra help. As a result, pupils increase their confidence and improve their accuracy. 24 and 25 May 2023

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Leaders and staff forge caring, supportive partnerships with pupils. They know pupils well. They swiftly identify the needs of pupils with special educational needs and/or disabilities. These are met well through targeted and highly effective academic and pastoral support. Consequently, all pupils are supported to learn the curriculum successfully.

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Pupils have a thirst for learning. They concentrate well and persevere with their learning. Low-l evel disruption is extremely rare. Pupils readily share their opinions and make thoughtful contributions to discussions. Staff provide sensitive, caring support for pupils who struggle to manage their emotions. This has a striking impact on helping pupils to recognise and manage their feelings.

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The school’s work to support pupils’ personal development is exceptional. Leaders thoughtfully plan opportunities to open pupils’ eyes to the wider world. For example, pupils regularly discuss events in the news. Pupils make a contribution to their local community, such as visiting residents in the local care home. Pupils reflect sensitively on the plight of others when they raise money for worthy causes. Pupils proudly take on positions of responsibility, as part of the school council or as leaders of worship, for example.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders are vigilant, and prioritise pupils’ safety and well-being. They make the necessary checks to ensure that all staff are safe to work with children. Leaders provide staff with safeguarding training. Staff understand how to recognise when a pupil might be at risk. They know how to refer concerns.

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Safeguarding

Leaders seek advice when pupils need extra help. They record their actions and routinely check that these are making a difference.

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Safeguarding

Pupils know how to stay safe. For example, they learn about internet safety and road safety.

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(Information for the school and appropriate authority)

 Staff sometimes do not use assessment to make sure that the curriculum is well matched to pupils’ age and ability. Therefore, pupils, at times, are not sufficiently challenged by their learning. Leaders should ensure that assessment accurately identifies what pupils have learned before to inform curriculum planning. 24 and 25 May 2023

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How can I feed back my views?

or to 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.

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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. 24 and 25 May 2023

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school joined the Diocese of Gloucester Academies Trust in February 2019.  The headteacher is also headteacher of North Cerney Church of England Primary Academy. Leadership is shared across both schools.  The school is a Church of England school. Its last Statutory Inspection of Anglican and Methodist Schools was in December 2022.  The school provides before- and after-school care for pupils.  The school does not use any alternative providers.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 24 and 25 May 2023

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 Inspectors held several meetings with the headteacher. They also met with the special educational needs coordinator.  The lead inspector held a meeting with a group of governors, which included the chair of governors.  The lead inspector held an online meeting with the deputy chief executive officer of the multi-academy trust. They also had a phone conversation with the chair of trustees.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, they 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 pupils’ work.  An inspector also reviewed pupils’ learning in their science books and spoke to the subject leader.  Inspectors reviewed the school’s safeguarding records and checked the school’s single central record. They discussed safeguarding arrangements with the

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headteacher. Inspectors also spoke to pupils and staff about safety.  Inspectors observed pupils’ behaviour at various times of the day, including during breaktime and lunchtime.  Inspectors spoke to pupils, staff and parents to gather their views. They reviewed responses to the online survey, Ofsted Parent View, along with free-text comments. They also took account of the responses to the staff and pupil surveys.

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Inspection team

Catherine Beeks, lead inspector Ofsted Inspector

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Inspection team

Spence Allen Ofsted Inspector 24 and 25 May 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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