Overton Church of England Primary School

Inspection of Overton Church of England Primary School Court Drove, Overton, Basingstoke, Hampshire RG25 3ES

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

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness 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 July 2014. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 March 2025

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What is it like to attend this school?

The school’s vision of ‘excellence for all’ sets out the high expectations staff have for all pupils’ achievement. On the whole, pupils live up to these expectations well. Their behaviour is exemplary in classrooms, playgrounds, assemblies and when moving around the school. Pupils understand the school rules, ‘be ready, respectful and safe’, and what is expected of them. They work hard in their lessons, showing high levels of determination when learning something new. Pupils love receiving an invitation to ‘hot chocolate Friday’ for trying their best in their lessons.

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What is it like to attend this school?

Warm relationships are evident throughout the school. They contribute well to pupils' happiness and well-being. Pupils know staff listen to them and will help them with any worries. As one pupil said, ‘Teachers are amazing at putting friends back together’. Pupils feel safe and valued in this school.

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What is it like to attend this school?

Pupils show great care for each other and their planet. Older pupils develop their leaderships skills well by taking on roles such as well-being ambassadors and sports leaders. The eco-councillors are working on reducing energy waste in the school. Pupils are proud to take on these roles and show great commitment to improving the work of the school.

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

The school has crafted its ambitious curriculum well. It details explicitly the important knowledge and skills that pupils need to learn and remember over time. Teachers present this content clearly in lessons. They encourage pupils to engage in discussion with their classmates. This supports pupils’ understanding and the ability to articulate their thoughts well. Teachers revisit pupils’ prior learning regularly. They check what pupils remember and help pupils to remember more. Pupils especially enjoy the retrieval lessons linked to their new orienteering course. As a result, pupils recall well what their teachers have taught them. They achieve in line with national averages in the end of key stage two national tests.

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

Pupils are highly enthusiastic about their learning. This starts well in early years, where children are highly engaged in their learning tasks. For example, during the inspection, children were busy building homes for chicks, inspired by watching eggs hatch in an incubator. They develop problem-solving skills and learn the importance of sharing well. Pupils demonstrate excellent self-regulation. This allows adults to step back and offer guidance only when necessary. Lunchtimes are calm, with the playground an energetic, creative and welcoming environment. ‘Fern club’ offers a quieter place to be for those pupils who find the playground overwhelming. Pupils appreciate this offer and know it contributes towards them have a successful afternoon’s learning.

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

The school prioritises reading. Staff follow the agreed phonics programme effectively. Pupils are positive about their reading lessons and the books their teachers read to them. They learn to understand texts and authors’ word choices. This helps them become better writers as well as readers. Pupils especially love reading to Dora, the school’s therapy 25 and 26 March 2025

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dog. Teachers provide pupils who need extra help to read with targeted support. They consider what pupils are struggling with, as well as why.

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Most pupils with special educational needs and/or disabilities (SEND) learn well in this school. Teachers identify any additional needs quickly. The school takes a supportive approach to help pupils overcome barriers to learning. Well-planned professional development and in-house expertise is supporting teachers to get better at adapting learning for pupils with SEND more effectively. However, there is some variability in how well teachers adapt tasks currently. This affects how well some pupils learn.

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Pupils develop their understanding of the world through celebration days, including Chinese New Year and French theme days. Pupils are proud to fundraise for their established partner school in Uganda. The school emphasises pupils’ physical and mental health well. Pupils enjoy taking part in the ‘daily mile’. They understand different factors that contribute to a healthy lifestyle. Pastoral support is excellent. Pupils actively contribute to the well- being and happiness of their peers. For example, well-being ambassadors organise activities designed to promote mental health for their fellow pupils. The school ensures that they encourage pupils’ talents and interests. Pupils appreciate the wide range of clubs on offer, such as choir and dodgeball.

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The school has worked hard to improve attendance since the pandemic and its efforts are successful. It monitors absence closely, putting effective support in place for pupils. Governors know the school well. They provide appropriate support and challenge. Staff enjoy working at this school and value the training they receive to develop professionally.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 There are times when learning activities do not meet the specific needs of pupils well enough. This means that, on occasion, some pupils do not learn as well as they could. The school should make sure that all teachers have the skills to adapt tasks more consistently for pupils’ varying starting points and need.

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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. 25 and 26 March 2025

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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). 25 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 15 and 16 July 2014, under section 5 of the Education Act 2005

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Information about this school

 The school uses two unregistered alternative provisions currently.  This Church of England school is part of the Diocese of Winchester. The last section 48 inspection, for schools of a religious character, took place in May 2024. The next section 48 inspection will be within five years of the previous section 48 inspection.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 25 and 26 March 2025

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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.  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.  Inspectors met with the headteacher and other leaders. The lead inspector also met with five governors, including the chair. She held phone conversations with a representative of the local authority and a representative from the Diocese of Winchester.  Inspectors carried out deep dives in these subjects: reading, mathematics, art, computing and physical education. For each deep dive, inspectors held discussions

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about the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to some pupils read to members of staff.  The inspectors also looked at samples of work in other subjects.  Inspectors reviewed a wide range of documentation, including leaders’ self-evaluation of the school and the school development plan.  Inspectors considered the responses to Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s staff survey. Inspectors spoke with parents at the beginning of the school day.  Inspectors observed pupils’ behaviour throughout the inspection. They spoke to pupils about their views on behaviour in school. Inspectors considered how the school is supporting pupils’ personal development.

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Inspection team

Lea Hannam, lead inspector Ofsted Inspector

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Inspection team

Trudi Sammons Ofsted Inspector 25 and 26 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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