Preshute Church of England Primary School

Inspection of Preshute Church of England Primary School High Street, Manton, Marlborough, Wiltshire SN8 4HH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 nine years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. The school received an ungraded inspection under section 8 of the Act on 28 and 29 March 2023. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 18 and 19 June 2024

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What is it like to attend this school?

Preshute Church of England Primary School is a friendly and inclusive school. Staff and pupils have very positive relationships. The school’s vision is lived out through all aspects of school life, including the curriculum. Pupils, staff and the community work together to ‘live life and love learning’.

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What is it like to attend this school?

The school has high expectations for pupils’ behaviour. Pupils are polite and well mannered. They understand the importance of tolerance and respect. There is a calm and purposeful environment in classrooms and around the school. Pupils listen carefully and are eager to learn.

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What is it like to attend this school?

Pupils feel safe in school and learn how to stay safe online. They feel confident to share any worries with trusted adults in school. There is a culture of support and kindness to others, which all at the school model well. Pupils value the welcoming atmosphere with one stating, ‘Our school is like a second family.’

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What is it like to attend this school?

Pupils benefit from a wide range of trips and external visitors which enrich the curriculum. Pupils make contributions to their community. For example, artwork from the school’s art enrichment week is displayed in a local gallery. They recognise the impact their work can have on others beyond their school.

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better?

The school has designed a curriculum to meet the needs of all pupils. It is sequenced well so that pupils can build on their prior learning and deepen their knowledge as they progress through the school. For example, pupils in Year 4 study classification in science. They learn to identify different animal groups. In Year 6, pupils consider how animals adapt to their environments. The mathematics curriculum is well designed and ambitious. Pupils recall their mathematical knowledge well. They apply this to reasoning and problem-solving activities.

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better?

Pupils have not yet learned the full content of the curriculum as it has only recently been implemented. As a result, while pupils can describe their current learning in depth, they do not yet make links with their prior learning. Therefore, pupils do not develop a deep knowledge in all subjects.

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better?

The curriculum provides opportunities for pupils to learn from experiences. As a result, pupils engage well and enjoy their learning. The art curriculum is designed to build pupils’ knowledge of significant artists and artistic styles. Pupils enjoy experimenting with different media to express their creativity. The school has created a culture where pupils take risks in art and don’t fear failure. As one pupil stated, ‘You can’t not be good at art!’ Pupils enjoy using a range of technology through the computing curriculum. They understand the importance of this in their everyday lives. 18 and 19 June 2024

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Children get off to a positive start in early years. Adults know the needs of the children well. The curriculum supports children to develop their understanding in all areas of learning. Children form positive relationships with each other and build their independence well. They concentrate on tasks for sustained periods. Children learn confidently both inside and in the outdoor setting. Staff adapt their teaching of the curriculum so that all children learn successfully. Children develop a positive attitude towards their learning.

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Reading is at the heart of the curriculum. Pupils begin to learn to read as soon as they start school. The reading curriculum is well organised and sets out what pupils should know and by when. Staff have the expertise to ensure that there is a consistent approach to the teaching of phonics. The school regularly checks pupils’ phonics knowledge and identifies those who need extra support. These pupils receive the help they need. Reading books match pupils’ phonics knowledge accurately. This supports pupils to read with fluency. The focus on reading continues into key stage 2 where pupils develop their reading skills. Texts are challenging which extends pupils’ vocabulary as they move through the curriculum.

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Pupils with special educational needs and/or disabilities (SEND) are accurately identified and supported. Information about how to support these pupils is shared effectively with teachers. This means that pupils with SEND are supported well to learn and progress through the curriculum as well as their peers.

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The curriculum provides many opportunities for pupils’ personal development. Pupils understand about healthy relationships and know what it means to be a good friend. They are kind to each other. As one pupil stated, ‘You don’t have to worry about bullying here – we’re like one big team.’ Pupils know how to keep themselves physically and mentally healthy. They understand the importance of discussing their feelings. Pupils enjoy the many extra-curricular clubs, trips and enrichment opportunities on offer.

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Governors have a thorough understanding of the school’s strengths and priorities for improvement. They provide meaningful support and challenge to the school. They manage resources well and hold the school to account to bring about improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The implementation of the intended curriculum is not yet consistent across all subjects and classes. As a result, pupils do not build on their prior knowledge and remember more over time. The school should continue to embed the curriculum so that pupils can deepen their understanding of what they study across the full breadth of the curriculum. 18 and 19 June 2024

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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’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 18 and 19 June 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 28 and 29 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The school’s most recent section 48 inspection for schools of a religious character took place in March 2024.  The school uses one unregistered alternative provision.  The school runs a breakfast and after-school club for its pupils.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  The inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, deputy headteacher, special educational needs coordinator and early years leader for the school. The inspectors also met with a range of teaching and support staff. 18 and 19 June 2024

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 The lead inspector met with representatives from the local governing board.  The lead inspector met with a representative from the local authority.  The lead inspector held a phone conversation with the alternative provision.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors carried out deep dives in these subjects: early reading, mathematics, art and computing. For each deep dive, the inspectors 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.  The inspectors also discussed the curriculum in other subjects.  The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult.

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 The inspectors observed pupils’ behaviour in lessons and around the school site.  The inspectors gathered parents’ views by considering the responses to Ofsted’s online survey, Ofsted Parent View, and by talking to parents before and after school. The inspectors also evaluated responses to Ofsted’s staff and pupil surveys.

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Inspection team

Matt Fletcher, lead inspector His Majesty’s Inspector

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Inspection team

Ken Buxton Ofsted Inspector 18 and 19 June 2024

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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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