Babraham CofE (VC) Primary School

Inspection of Babraham CofE (VC) Primary School High Street, Babraham, Cambridge, Cambridgeshire CB22 3AG

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

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The headteacher of this school is Victoria Penty. This school is part of the Diocese of Ely Multi-Academy Trust (DEMAT), which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Adrian Ball, and overseen by a board of trustees, chaired by Helen Jackson.

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Ofsted has not previously inspected Babraham CofE (VC) Primary School under section 5 of the Education Act 2005. However, Ofsted previously judged Babraham CofE (VC) 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 March 2025

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What is it like to attend this school?

Babraham pupils’ thirst for learning is at the heart of their success. They enjoy coming to school and value its diverse community. Pupils know they are expected to work hard, behave well and be kind to each other. They rise to these high expectations. Consequently, most pupils achieve well. They try their best, behave appropriately and look out for each other. Children in the early years settle into routines quickly. They play and learn cooperatively together.

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What is it like to attend this school?

Some pupils join at different stages of their education. All are welcomed warmly into this friendly and inclusive school. Pupils with special educational needs and/or disabilities (SEND) and those who speak English as an additional language learn effectively alongside their peers. The curriculum ensures that all pupils are well prepared for the next stage of their education.

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What is it like to attend this school?

Pupils feel safe in school. They are taught to make appropriate choices, including when playing games online. Pupils enjoy activities such as choir, gardening and chess club. The girls’ football team is especially proud of its recent success. Older pupils act thoughtfully as ‘buddies’ for younger children. The ‘Babraham Parliament’ is influential in representing pupils’ views to leaders.

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

The broad and ambitious curriculum is thoughtfully designed to meet the challenges of mixed-age classes in this popular small school. Most pupils achieve well, increasingly so at the higher standard in reading and mathematics. Children start their journey here as curious learners in the early years. They enjoy exploring new learning and ideas in the well-considered indoor and outdoor early years spaces.

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

Ongoing curriculum developments ensure continuous improvements, for example, in pupils’ spelling and approach to writing. Curriculum content is well sequenced from early years to the end of Year 6. Pupils have regular opportunities to revisit prior learning. Typically, they build their new knowledge and skills on what they already know.

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

The school is still reviewing the delivery of the first two-year cycle of curriculum changes. This means that occasionally, learning activities are not as closely matched as they could be to pupils’ needs. Sometimes, for example, some pupils are given complex tasks before they have secured the knowledge they need to complete them. When this happens, pupils do not learn as much as they can.

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

Typically, staff check pupils’ learning carefully. They correct misconceptions quickly. Pupils with SEND learn effectively through thoughtful adaptations. These are aligned appropriately with clear support plans. Targeted interventions ensure that pupils who speak English as an additional language develop their spoken and written language skills. Children’s learning needs are identified and addressed promptly when they first join the school. 4 and 5 March 2025

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Ensuring that pupils read regularly and well is a priority. In the early years, children delight in stories as they develop their early reading skills. Pupils learn to read fluently and accurately. Catch-up support is in place for any pupils who need extra help with their reading. The strong focus on vocabulary and the basics of grammar, punctuation and spelling builds pupils’ capacity to write confidently and creatively.

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The well-understood values such as kindness and caring for others are woven thoughtfully through ‘The Babraham Way’ and in pupils’ daily school life. Pupils behave well in lessons and at playtimes. When, on occasion, a few pupils struggle to manage their emotions, they get appropriate support to improve. Expectations and routines are clear. In the early years, for example, children learn to share and take turns from the outset. They respond well to adult guidance and build positive relationships.

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Personal development and pupils’ well-being are carefully considered. The school’s offer ensures pupils build character, confidence and self-awareness from the early years onwards. Fundamental British values, such as democracy and the rule of law, are well understood. Pupils benefit from different experiences. Visiting speakers such as archaeologists and scientists enrich their learning. The wider opportunities, for example to sing in different settings, including the local church and Ely Cathedral, are enjoyed. Pupils readily take on leadership roles, for example as sports leaders and librarians. As pupil leaders, they are clear about the difference they make for the school community.

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Together with the trust, the school has established a curriculum that is secure in its ambition for all pupils to achieve their best. Leaders consider staff workload and well- being when making changes. Staff are proud to work here. They know they are well supported. Professional development opportunities are widely available in school and across the trust. Relationships are positive and productive. Parents and carers typically speak highly of the school’s work.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, activities are not as closely matched as they should be to pupils’ needs. In these instances, pupils do not achieve as well as they could. The school and the trust should continue to ensure that while the curriculum is being fully developed, the activities provided routinely build securely on pupils’ prior knowledge and skills. This is so pupils achieve consistently well in all aspects of their learning.

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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 4 and 5 March 2025

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when deciding which schools to inspect, when to inspect them and as part of their inspection.

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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 March 2025

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School details

Date of previous inspection Not previously inspected under section 5 of the Education Act 2005.

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Information about this school

 The school joined DEMAT in January 2018. There have been significant staffing changes since then. The headteacher took up her post in September 2019.  The school is designated as having a religious character. The most recent section 48 inspection was completed in June 2019. The next section 48 inspection is due within five school years.  The school does not use 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. 4 and 5 March 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 conducted deep dives in the following subjects: English, including reading, mathematics, humanities (history and geography) and science. To complete each deep dive, they discussed the curriculum with subject leaders, visited a sample of lessons and spoke with teachers and other staff. They also spoke with pupils about their learning and looked at samples of their work.  A wider sample of curriculum plans were discussed beyond the deep dives, including in computing and physical education.  To evaluate the effectiveness of safeguarding, inspectors looked at safeguarding

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policies, the school’s record of pre-employment checks on new staff and a sample of child protection files. They 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 spoke with representatives of governance, including the chair of the local governing body and the CEO of DEMAT.  Meetings were held with the headteacher, other school leaders, trust leaders, the school’s special educational needs coordinator, school staff and groups of pupils.  Inspectors reviewed behaviour logs, attendance records, minutes of governors’ meetings, school improvement plans and school policies.  Inspectors reviewed the responses to the online survey, Ofsted Parent View. These were considered alongside the free-text responses from parents. Inspectors also took

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account of responses to Ofsted’s survey for staff.

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Inspection team

Christine Dick, lead inspector Ofsted Inspector

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Inspection team

Lucille Pollard Ofsted Inspector 4 and 5 March 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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