Farthinghoe Primary School

Inspection of Farthinghoe Primary School Main Road, Farthinghoe, Brackley, Northamptonshire NN13 5PA

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Sharon Turner. This school is part of the Warriner Multi- 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/executive headteacher, Annabel Kay and overseen by a board of trustees, chaired by Duncan Raper.

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Ofsted has not previously inspected Farthinghoe Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Farthinghoe Primary School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 4 and 5 February 2025

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What is it like to attend this school?

Pupils flourish in this small, caring and very happy school. Staff work in very close partnership with parents and carers and the community to deliver a positive experience for pupils. The school develops pupils’ knowledge and confidence through a highly ambitious curriculum.

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What is it like to attend this school?

Pupils achieve well in their learning. The mixed-aged groupings support the school’s aspirational ethos with lesson activities challenging pupils to aim high. The school has high expectations for pupils, including pupils with special educational needs and/or disabilities (SEND). Pupils are well prepared for the next stage of their education. Most pupils have strong attitudes to learning in their lessons. However, a small number do not focus sufficiently on what is being taught and they can become distracted.

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What is it like to attend this school?

Pupils feel safe and that there is always an adult to talk to if they need advice. Bullying is not tolerated. The school develops pupils’ independence and character. Pupils rise to the school values and understand the importance of being kind.

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What is it like to attend this school?

Pupils enjoy many leadership responsibilities. These include being on the student council or being reading ambassadors. Pupils also develop their interests at the growing number of clubs they can attend after school. Leaders ensure that all pupils can take part in these activities.

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

Leaders have designed an ambitious, broad and rich curriculum which the school adapts for its pupils. This starts in the early years where staff provide a wide range of language- rich experiences for children. The curriculum is carefully sequenced, so pupils’ knowledge builds up step by step through the years. In history and geography, pupils develop a strong sense of enquiry, asking probing questions such as ‘how’ and ‘why’ something has happened in the way it has. This sense of enquiry runs across all subjects.

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

Teachers ensure that pupils can connect what they are learning now to what they have learned before. Pupils develop strong problem-solving skills. They show resilience when presented with a challenge, applying the school’s mantra, ‘I can’t do it … yet!’ Children in the early years receive exceptional provision which enables them to be fully prepared for Year 1 and beyond. They thrive as a result of the close personal teaching as well as being able to work alongside older pupils, so helping them to develop strong social skills.

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

Leaders have put in place effective staff training and guidance. As a result, teachers have strong subject knowledge. Teachers explain new subject content clearly. They design activities which allow pupils to discuss their learning enthusiastically with each other. Teachers typically check pupils’ learning regularly and address any misconceptions. On occasion, when this does not happen, some pupils do not gain a secure enough understanding in their learning. This means that sometimes they can struggle to progress to more challenging work. 4 and 5 February 2025

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Pupils with SEND benefit from the small teaching groups and consistent support. For example, adults work with them in the classroom to develop their knowledge and independence. This means pupils with SEND can access the same ambitious curriculum as their peers.

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Reading is at the heart of the curriculum. The teaching of phonics is strong and highly personalised. Any pupils who struggle to learn to read are given extra support. This means that any gaps in their phonic knowledge are addressed. Pupils encounter a rich range of diverse texts which helps them develop and use a wide vocabulary.

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The school has established an age-appropriate and well-thought-out programme to support pupils’ personal development. Teachers explain important topics, such as healthy relationships and different types of families, sensitively. Pupils, including those in the early years, visit places that enrich their understanding of the curriculum. For example, pupils visit local farms, places of worship and museums. The school promotes tolerance and respect for different beliefs, cultures and ways of life. Pupils learn how to keep safe, including online.

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Leaders have robust systems for ensuring pupils attend school regularly and on time. They work with families to promote the value of high attendance and its impact on learning. As a result, pupils’ attendance is higher than average.

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Staff are very positive about working at Farthinghoe Primary School. They appreciate the many professional development opportunities on offer through the wider trust. Trustees and governors know the school well and fulfil their statutory responsibilities with diligence. They hold leaders to account for the quality of provision and consider staff well- being. Parents are exceptionally positive about their child’s experiences at school. One parent said, reflecting the views of many, “My daughter comes home full of beans about her day.”

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, teaching does not take sufficient account of pupils’ questions and address misconceptions quickly enough. This means that some pupils’ knowledge of important subject content is not as embedded as it should be. The school should ensure that staff check pupils’ learning consistently and adapt their teaching as appropriate.  On occasion, some pupils become distracted and lose focus during lessons. When this happens, these pupils do not learn and remember what they have been taught as effectively as they could. The school should ensure that staff consistently have high 4 and 5 February 2025

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expectations for pupils to have purposeful attitudes to learning and to sustain their engagement in lessons.

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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). 4 and 5 February 2025

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School details

Website www.farthinghoeprimaryschool.co.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school is part of the Warriner Multi-Academy Trust.  The school does not currently make any use of 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 provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 4 and 5 February 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The 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 the headteacher and other senior leaders, including those responsible for safeguarding. They also met with members of the governing body and representatives from the trust.  Inspectors carried out deep dives in these subjects: early reading, science, and mathematics. For each deep dive, they discussed the curriculum with subject leaders, visited a sample of lessons, looked at pupils’ work, spoke to teachers and spoke to some pupils about their learning.  Inspectors also considered the curriculum in other subjects.  The inspectors spoke with groups of pupils and observed their behaviour at breaktime and lunchtime.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single

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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 views of pupils, parents and staff were considered through discussions and through looking at information collected from Ofsted’s online surveys.

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Inspection team

Susan Maguire, lead inspector His Majesty's Inspector

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Inspection team

Dawn Ashbolt Ofsted Inspector 4 and 5 February 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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