Great Tew County Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Great Tew County Primary School Great Tew, Chipping Norton, Oxfordshire OX7 4DB

p.1

Outcome

Great Tew County Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Pupils are immensely proud of their village school. Staff are nurturing and supportive. Pupils embody the school’s culture of kindness. The school sets high expectations of what pupils can achieve. Pupils rise to these expectations and achieve well. Routines for positive behaviour are embedded when children join Reception and continue throughout the school. Pupils are polite, considerate and well behaved. Teachers present learning in ways that support pupils’ enthusiasm to learn. Pupils learn to work independently and with confidence.

p.1

What is it like to attend this school?

The school offers a diverse range of opportunities such as cross-country running events, theatre visits, taking part in an international times table challenge and music festivals. Pupils appreciate the broad range of clubs, such as drama, recorder and tennis clubs. These activities help pupils to develop their interests and talents. Pupils benefit from a range of well-considered trips, visits and residentials. They raise money for charity and think about the needs of others.

p.1

What is it like to attend this school?

Pupils learn how to stay safe. For example, they take part in workshops on how to stay safe when outside of school. This helps pupils to feel secure in and outside of school. Pupils know there is always someone to talk to if they have any worries.

p.1

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

The school provides an ambitious curriculum that is broad and balanced. From Reception onwards, pupils thrive due to the high levels of support and care they are given. They take pride in their work and are intrigued to learn new things. Pupils benefit from a wealth of well-chosen learning opportunities to develop their understanding across the curriculum. For example, pupils learn to develop their knowledge and skills in footwork 25 March 2025

p.1

2

and placement in netball to improve their pivoting, passing and shooting abilities. As they move through the school, pupils are supported to become confident and articulate learners.

p.2

2

Teachers have secure subject knowledge. They present new information clearly to help pupils learn well. Teachers check pupils’ understanding and clarify any misconceptions. They select learning activities carefully to support pupils in strengthening their understanding. For example, pupils develop their knowledge of ‘longer’ and ‘shorter’ before moving to using a ruler to measure in centimetres. However, occasionally, in a few wider curriculum subjects, some learning tasks do not always support pupils sufficiently well on the specific knowledge they need to remember securely. This means that, at times, some pupils do not achieve as well as they could to deepen their knowledge.

p.2

2

The school acts swiftly to identify pupils’ needs accurately, including those with special educational needs and/or disabilities (SEND). Staff adapt learning carefully for these pupils. This helps pupils with SEND to access the full curriculum successfully.

p.2

2

Reading is central to the curriculum. It is promoted throughout the school, enabling pupils to read widely and often. In Reception, children are introduced to a wide variety of stories to help extend their vocabulary. Pupils who need extra help with reading are identified quickly. They receive timely and appropriate support that helps them to catch up. There is a consistent and effective approach to the teaching of phonics. The writing curriculum is carefully designed so pupils build their skills gradually. Over time, pupils learn to write independently, using well-chosen and ambitious language.

p.2

2

Pupils behave well and are respectful to each other. Pupils learn about the importance of having good manners, for example through the weekly ‘good manners champion award’. Pupils learn with purpose and enthusiasm in lessons. During playtimes, pupils enjoy playing with their friends and chatting. They show great enthusiasm for physical activities, including playing on the all-weather sports pitch and the climbing equipment.

p.2

2

The school has developed a wide-ranging provision for pupils’ personal development. Staff ensure that pupils understand what it is to be a good citizen. Pupils learn about diversity, equality and tolerance. They develop an age-appropriate understanding of healthy relationships. The fundamental British values are an integral part of the curriculum. Pupils enjoy leadership roles, such as being school ambassadors and house captains. These responsibilities enable pupils to make a valuable contribution to school life. They learn about road safety when riding a bicycle and the risks associated with being online. Outdoor education in the ‘wild garden’ provides pupils with opportunities to learn about nature, wildlife and caring for pets. The school prepares pupils well for living in modern Britain.

p.2

2

The school is committed to continuous improvement for the benefit of all pupils. Staff are proud to be part of the school. Governors have a keen understanding of the school’s strengths and areas for development. This enables them to hold the school fully to account for the quality of education that pupils receive. Staff appreciate the professional development opportunities that help them support pupils effectively. 25 March 2025

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Occasionally, the learning activities in a few wider curriculum subjects are not fully effective in supporting pupils to learn the precise knowledge of the intended curriculum. When this occurs, it means that some pupils do not develop the depth of knowledge as well as they could. The school should ensure that the work set consistently supports all pupils to develop and deepen what pupils already know and can do.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

p.3

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. 25 March 2025

p.3

4

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

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 March 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 16 and 17 October 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 The school provides a before- and after-school club managed by an outside provider.  There is a pre-school provision on the same site which is not part of this school. It was not considered during this inspection.  The school does not currently use any alternative provision.

p.5

Information about this inspection

 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. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher, staff and pupils.  The lead inspector met with a representative from the local authority. He also met representatives from the governing body.  The inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. 25 March 2025

p.5

6

 The inspectors considered the responses to Ofsted Parent View, including the free-text comments. The inspectors also considered the responses to Ofsted’s online survey for staff.  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.

p.6

Inspection team

Darren Aisthorpe, lead inspector Ofsted Inspector

p.6

Inspection team

Julie Hiddleston Ofsted Inspector 25 March 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7