Culworth Church of England Primary Academy

Inspection of Culworth Church of England Primary Academy Culworth, The Green, Banbury, Oxfordshire OX17 2BB

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Inspection dates: 14 and 15 January 2025

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

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The headteacher of this school is Lisa Cuttell. This school is part of Evolve Church Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Ricky Emms, and overseen by a board of trustees, chaired by Karen Falvey. 14 and 15 January 2025

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What is it like to attend this school?

Culworth Church of England Primary Academy has high expectations for every pupil. Pupils are happy. They enjoy attending this school. Staff and pupils follow the core values of ‘respect, believe, succeed’. Pupils feel safe in school. They are ready to learn and love taking part in lessons. Pupils work hard and achieve well across the curriculum.

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What is it like to attend this school?

Pupils behave well. Lessons are calm, meaning pupils can concentrate on their learning. They develop positive relationships with each other. This starts in the Reception Year when children learn to share and cooperate well. Older pupils work effectively with partners or in groups to help them learn.

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What is it like to attend this school?

Pupils value the rewards they earn for trying their best. They develop leadership skills as school councillors, reading ambassadors and playground leaders. Many pupils take part in activities that help to develop their interests. They talk positively about clubs for dance, gymnastics, basketball and learning the recorder. Pupils benefit from a range of visits that include museum trips and residential visits.

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What is it like to attend this school?

Parents and carers are overwhelmingly positive about the work that the school does. One parent represented the views of many by saying, ‘Staff are hardworking and caring. They want the best for each and every child.’

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

Since the previous inspection, the school has improved the curriculum to ensure that it is broad and ambitious. It has carefully considered the important information that it wants pupils to learn over time. For example, in art, younger pupils learn about warm and cold colours using paint and pencil. Older pupils apply their knowledge and skills confidently to create artwork in the style of Jan Tcega or George Cruikshank. The school has also made sure that staff have the knowledge and skills necessary to deliver the planned curriculum effectively. Consequently, most pupils achieve well in all subjects.

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

The school has recently introduced a well-organised and structured phonics programme. Children develop their phonics knowledge as soon as they start in Reception. Staff deliver the programme consistently well. They ensure that reading books match the sounds that pupils know. Pupils who fall behind receive targeted support to help them to catch up quickly. As a result, pupils become fluent readers and develop a love of books.

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

The school is reviewing its approach to checking what pupils have learned. In most subjects, teachers often check that pupils can remember key learning and identify any misconceptions. In early reading, English and mathematics, teachers identify gaps in pupils’ learning accurately so that they know what pupils need to improve. However, teachers do not use this approach as rigorously in other subjects. This means that pupils’ knowledge of these subjects is not secure.

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

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately. It seeks advice from external organisations to support these pupils’ 14 and 15 January 2025

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specific needs. Staff adapt learning to ensure that pupils with SEND access the same ambitious curriculum as their peers and achieve well.

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Children in the early years have a positive start to their education. They enjoy learning through well-planned activities. There is a strong focus on promoting children’s independence and developing their love of books and stories. Children often visit their local community. For example, staff make use of nearby woodland and fields to help bring children’s learning to life.

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Pupils learn and behave well. They listen attentively to staff and focus on their work during lessons. As a result, learning is rarely disrupted. The school has effective systems in place to ensure that pupils attend school often and on time. Consequently, most pupils attend well.

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The programme for personal development broadens pupils’ horizons. It provides many opportunities for pupils to experience the world beyond Culworth. Pupils learn about world religions. Well-considered book choices in English teach pupils about people from different cultures. However, pupils do not have an age-appropriate understanding of the fundamental British values and the impact of these on their lives.

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Through the school’s wider offer, pupils develop their character. Litter picking in the local community helps pupils become responsible and thoughtful citizens. Pupils know how to keep themselves safe and healthy, including learning the importance of good mental health and positive relationships.

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The governing body is ambitious for all pupils, including those with SEND and those who are disadvantaged. It has a clear understanding of the school’s strengths and its areas for improvement. This allows governors to hold leaders appropriately to account. Staff are proud to work at the school. They appreciate the consideration that leaders give to their well-being and workload.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the school has not established a consistent approach to identifying gaps in pupils’ learning. As a result, teachers are sometimes not able to identify what pupils need to do to improve or design appropriate next steps. The school should ensure that teachers check pupils’ learning in each subject closely and use this information to inform what comes next.  Pupils do not have a secure understanding of the fundamental British values, particularly democracy. As a result, they are not prepared fully for life in modern 14 and 15 January 2025

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Britain. The school should make sure that pupils gain a secure knowledge of the fundamental British values and the part that these values play in pupils’ lives and in wider society.

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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.

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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). 14 and 15 January 2025

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School details

Date of previous inspection 11 February 2020, under section 8 of the Education Act 2005

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Information about this school

 The school joined the Evolve Church Academy Trust in September 2013.  The school is a Church of England school. The most recent section 48 inspection, for schools of a religious character, took place in June 2019.  The headteacher has been appointed since the previous inspection.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 14 and 15 January 2025

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 Inspections are a point-in-time evaluation 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.  Inspectors held meetings with leaders responsible for behaviour, attendance, reading, personal development and the provision for SEND.  Inspectors visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened to pupils read to a familiar adult.  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

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safeguarding that puts pupils’ interests first.  Inspectors considered pupils’ behaviour at various times of day, including during lessons, around the school site and at lunchtime.  Inspectors took account of the responses to Ofsted’s online surveys for staff and parents.  The lead inspector met with the CEO of the trust, representatives from the board of trustees and a governor.

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Inspection team

Stephen Long, lead inspector Ofsted Inspector

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Inspection team

Charley Oldham Ofsted Inspector 14 and 15 January 2025

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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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