Powell's Church of England Primary School

Inspection of Powell's Church of England Primary School Gloucester Street, Cirencester, Gloucestershire GL7 2DJ

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Overall effectiveness Outstanding

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

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since March 2013. 9–10 July 2024

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What is it like to attend this school?

Pupils excel at this school. They thrive on the ambition that all adults have for them. There are no barriers for pupils to achieve well, regardless of their starting points. Everyone is proud to belong to this school. Pupils speak highly of their experiences across and beyond the curriculum. This is because the school consistently promotes the extensive personal development of pupils. Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) benefit greatly from these inclusive experiences.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. In Reception, children are extremely motivated and eager to join in. They sustain interest well across all curriculum areas. This is because learning promotes curiosity, exploration and creativity. They share and collaborate well. These positive attitudes to one another and their learning are visible across the school.

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What is it like to attend this school?

This is a caring school. Pupils make a significant contribution to one another’s well- being. By acting as peer mediators, ‘well-being wonders’ and play leaders they help to support pupils of all ages. They carry out their roles responsibly and sensitively.

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What is it like to attend this school?

Pupils enjoy an exceptional range of clubs and enrichment activities. These are popular with pupils. There is something for everyone. As a result, pupils benefit hugely from new and interesting experiences.

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better?

At the heart of the school’s success is a shared vision of high-quality education for all. Everyone is clear that they contribute to pupils’ academic and personal development. All aspects of the school’s work reflect the vision. The school focuses continually on developing the subject and pedagogical expertise of its staff. Consequently, staff feel highly valued.

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better?

From Reception onwards, the curriculum provides pupils with new experiences to learn from. There are no barriers to pupils’ achievement, regardless of background or need. The school has identified five curriculum drivers that provide golden threads throughout learning. These link the content, enrichment and wider opportunities back to the shared vision. From the time children start school in Reception, reading is at the centre of the curriculum. Pupils read a variety of books to spark interest and extend knowledge across all subjects. They love to read and enjoy talking about the books they have read individually and as a class.

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better?

The teaching of phonics is highly effective. Pupils, including children in Reception, show exceptional levels of accuracy in their word reading and spelling. Pupils who need help get highly effective support to keep up. This, along with regular, accurate assessment, means that the majority of pupils are at least where they should be in the programme. Many are working beyond this. 9–10 July 2024

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The school has designed the wider curriculum with precision. It has identified key knowledge, concepts and vocabulary in each subject. Small steps of knowledge enable pupils to progress through the curriculum and succeed. The school has carefully identified content. This enables pupils to link knowledge from different subjects. For example, the school has recently refined the fieldwork and map skills strand in geography. This requires pupils to apply knowledge from science and mathematics. Pupils do this with increasing sophistication as they move through the school.

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Published outcomes are significantly above the national average in a range of measures. Leaders analyse this information well to help them modify the curriculum where needed. Teachers and subject leaders evaluate the impact of the curriculum on pupils' knowledge very well. Within the early years provision, for example, this means that children consolidate understanding, practise and extend learning very well. Pupils in key stage 2 demonstrate their cumulative knowledge at the end of units through writing essays. They enjoy this meaningful way of communicating what they have learned.

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Pupils are proud of their work. They work hard and enjoy success. Pupils show equal pride in the wider curriculum as in the core subjects. Work is of a high quality across the curriculum. In every year group, pupils are well prepared for the next stage of their education and beyond. ‘Aspirations week’ gives all pupils a meaningful experience of future success. Pupils develop an early understanding of how their education gives them the knowledge and skills for a range of different careers.

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Staff benefit from external training and development opportunities. Many of them also work beyond the school, supporting other schools and the work of wider local education. This demonstrates the impressive expertise that staff have. This ensures an exceptional education for all pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 9–10 July 2024

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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). 9–10 July 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 6–7 March 2013, under section 5 of the Education Act 2005

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Information about this school

 The school is a Church of England primary school in the Diocese of Gloucester. The most recent SIAMS inspection took place in 2018.  The school does not use any alternative providers.

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Information about this inspection

The inspector(s) 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.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 9–10 July 2024

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and music. For each deep dive, 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.  Inspectors held meetings with the headteacher, deputy headteacher, special educational needs coordinator, curriculum leaders, teaching and support staff and members of the governing body, including the chair of governors. The lead inspector also spoke with the local authority.  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 lead inspector listened to pupils read to an adult.

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 Inspectors observed pupils’ behaviour in lessons and around the school site. In addition, they met with pupils informally and formally to hear their views.  Inspectors considered responses to Ofsted’s online questionnaire, Parent View, including free-text responses. Inspectors also took into consideration responses to the staff and pupil surveys.  Inspectors examined a range of documentation provided by the school, including the school’s improvement plan and self-evaluation form.

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Inspection team

Angela Folland, lead inspector His Majesty's Inspector

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Inspection team

Kathy Maddocks Ofsted Inspector 9–10 July 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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