Sapperton Church of England Primary School

Inspection of Sapperton Church of England Primary School Sapperton, Cirencester, Gloucestershire GL7 6LQ

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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 Good 10 and 11 July 2024

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What is it like to attend this school?

Pupils at Sapperton Church of England Primary School are reminded to be the ‘best version of you’ in all areas of school life. As a result, pupils are kind and respectful to each other. They show positive attitudes towards their work and attend school well. Pupils are celebrated for following the school values and for their work. Being entered into the ‘Gold Book’ of rewards during assembly is a highlight of the week.

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What is it like to attend this school?

Pupils play their part in improving the school. The school council gives pupils a voice to share their views and ideas. Older pupils act as positive role models, for example leading fundraising events at the summer fete or reading to younger pupils. Children enjoy representing the school in sporting competitions, such as athletics and team games. They understand the importance of staying physically and mentally healthy.

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What is it like to attend this school?

Pupils develop their talents and interests well. Singing, music and drama performances bring the whole school together. Clubs such as arts and crafts, chess and rounders allow pupils to try something new. The curriculum is made more memorable through guest speakers and trips, for example learning about the geography of the local area. Pupils enjoy talking about their learning.

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better?

Leaders have recently made substantial changes to the curriculum. The curriculum in most subjects now sets out exactly what pupils should learn and when. In these subjects, leaders have been ambitious. They have considered how and when pupils revisit key learning so that they can remember it well over time. For example, in art, pupils talk enthusiastically about the work of different artists and how it has inspired their own art. Currently, not all subjects have set out the most important knowledge that pupils will learn. In these subjects, pupils do not have the same confidence when talking about what they know and remember.

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better?

Assessments are used to formally check pupils’ knowledge and understanding. However, between these assessments, there is insufficient checking of what pupils understand or remember. This means that sometimes activities and explanations are not adapted to address gaps or misconceptions. Equally, some pupils do not move on to learn more complex ideas as quickly as they might.

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better?

Reading is valued at this school. Children learn phonics as soon as they start school in Reception. The school has provided training and coaching so that most staff use effective strategies to support pupils to learn sounds securely. The books that pupils read are carefully chosen to help them to improve their accuracy and fluency. Leaders have recently revised how pupils who are not making the expected progress with reading and spelling are supported. This work is in its infancy, and therefore the full impact is not yet being seen.

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better?

Pupils of all ages read regularly and are keen to recommend books to each other. The school provides a wide range of enrichment opportunities to develop pupils’ love 10 and 11 July 2024

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of story. This includes attending literary festivals and trips to the local library. In the early years, children develop their language and understanding of the wider world through poems, stories and songs. They use these to inspire their own imaginative play.

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Adults know pupils well as individuals. Pupils who have special educational needs and/or disabilities are identified, and their needs are assessed. Effective support is provided for them to learn the curriculum alongside their peers. The school is aware of where pupils may face a disadvantage. It provides additional support for these pupils, for example through making extra-curricular opportunities available to all.

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Pupils have opportunities to explore their own views and beliefs. They understand the importance of respecting others. Pupils learn about world issues as well as different faiths and cultures. They are taught about the fundamental British values, such as democracy and the rule of law. Pupils are encouraged to consider what they mean to them in their own lives. Leaders are ambitious to broaden pupils’ horizons so that they are well prepared for adult life.

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The new leadership and those responsible for governance have quickly identified the strengths and areas of development for the school. They have sought the support of the local authority and other organisations, such as the local network of English teachers. Leaders have taken swift action to make improvements while being mindful of staff’s workload and well-being. Staff have valued the training provided to develop their skills and subject knowledge.

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Parents recognise the positive impact of the changes made at the school. They are appreciative of leaders’ efforts to welcome families into the school, for example through information events about phonics. Staff, pupils and families work together to make Sapperton Church of England Primary School a vibrant community.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some subject areas have not reviewed the curriculum content and sequencing to ensure that pupils develop a depth of understanding. In these subjects, pupils’ recall of learning is not secure. The school should make sure that all subjects have set out the most important knowledge and sequenced the curriculum so that pupils know more and remember more.  Assessment within the classroom does not help adults accurately identify pupils’ starting points or gaps in their knowledge and understanding. This means that some pupils do not receive the support or challenge they need to learn as well as 10 and 11 July 2024

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they might. The school should make sure that assessment routines check for understanding so that the curriculum can be adapted accordingly.

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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). 10 and 11 July 2024

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School details

Appropriate authority The governing body

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School details

Headteacher Gary Price (Interim Executive Headteacher) Website www.sappertonschool.org

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School details

Date of previous inspection 30 October 2018, under section 8 of the Education Act 2005

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Information about this school

 The interim executive headteacher took up post in January 2024.  This school is a Church of England school in the Diocese of Gloucester. A Statutory Inspection of Anglican and Methodist Schools was carried out in February 2020. Inspections are normally carried out every five years.  This is a smaller-than-average primary school that has recently changed to three mixed-age group classes.  The school uses no alternative providers.  There is a breakfast club and after-school club led by the school, for pupils who attend the school.

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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. 10 and 11 July 2024

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 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.  Inspectors held discussions with school leaders at all levels. Inspectors also spoke with teaching staff, support staff, local governors and a representative from the local authority.  Inspectors carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, 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 discussed the curriculum in music and art.  The early years provision was considered through the deep dives as well as through additional visits during the inspection.  The inspectors observed pupils’ behaviour in lessons and around the school,

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including at lunchtime and breaktimes.  Inspectors viewed a range of school documentation, including the minutes of the governance meetings, the school’s self-evaluation documents and improvement plans.  To evaluate the effectiveness of safeguarding, 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.  Inspectors considered responses to the online survey, Ofsted Parent View, as well as responses to the staff survey.

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Inspection team

Sara Berry, lead inspector His Majesty’s Inspector

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Inspection team

Julie Carrington His Majesty’s Inspector 10 and 11 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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