Edith Moorhouse Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Edith Moorhouse Primary School Lawton Avenue, Carterton, Oxfordshire OX18 3HP

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Outcome

Edith Moorhouse Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Marie Lowry. This school is part of River Learning 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), Paul James, and overseen by a board of trustees, chaired by Jeremy Long.

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What is it like to attend this school?

Pupils are very happy to be at school. They appreciate how they are taught to behave well and to be respectful. As a result, they feel very secure as they learn and play. Pupils consider the school to be ‘loving’ and ‘caring’. They are certain that all staff want only the very best for them. As a result, pupils feel engaged with the school and take pride in being part of a calm and considerate community.

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What is it like to attend this school?

Pupils behave well in lessons and at break and lunchtime. They understand the school’s high expectations and are helped to meet these in a kind and compassionate way. Pupils treat each other well. They are positive about the way that the school would tackle bullying, should it occur. This is echoed by the views of staff and parents.

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What is it like to attend this school?

The school has very high expectations for pupils’ achievement in all year groups. It is determined to ensure pupils are well prepared for their next steps. Pupils achieve increasingly well, particularly in reading, writing and mathematics. In a few other subjects, some pupils do not remember what they have learned as consistently. The school is taking action to strengthen pupils’ recall and to remove this variability.

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

The school has recently strengthened its curriculum, which now precisely identifies the skills and knowledge that pupils should learn. Teachers use this particularly well in the 3 and 4 June 2025

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core subjects. As a result, pupils know and remember more and can apply their knowledge to new ideas. However, the curriculum is sometimes not used as successfully in some other subjects. This means that some pupils find it more difficult to recall their prior learning and to apply and build their knowledge.

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Pupils in the early stages of learning to read get the help they need to become fluent readers. Phonics sessions are engaging and consistent. Pupils enjoy using their sounds and practising the reading techniques they have learned. Where pupils need extra help, support is personalised and encouraging. This helps pupils to build confidence as they read different stories and texts.

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In the Nursery and Reception Years, children are happy in the vibrant and engaging environment. Children enjoy taking turns, playing together and sharing their ideas. Staff know children very well. This means that they can identify any areas where additional help is needed. As a result, children are well prepared for learning in Year 1.

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Staff identify and understand the needs of pupils with special educational needs and/or disabilities (SEND). Effective support is provided to ensure these pupils learn and achieve well. Where appropriate, pupils with SEND are also helped to work independently. This helps to boost their confidence in applying what they have learned. Pupils with more complex needs follow a more personalised curriculum that combines individual support as well as learning. Consequently, the school ensures that pupils with SEND develop their knowledge and skills and are fully included in school life.

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The school has a distinct and positive behaviour approach that helps pupils to take ownership of their conduct. As a result, pupils behave well and thrive. Should pupils find behaving well more difficult, the school puts bespoke support in place to help them meet the school’s high expectations.

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The school provides a wide range of opportunities to support pupils’ personal development. For example, a recent trip to a rainforest centre helped pupils to experience other climates and make links with previous learning. Annual residential trips and activity clubs help build pupils independence and skills. These opportunities help to boost pupils’ experiences and understanding of the world around them.

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Relationships between staff and pupils are very positive. Pupils feel valued and supported. They recognise the importance of respect. Pupils appreciate how the protected characteristics are championed and are certain that if any racism, sexism or other abuse were encountered, it would be quickly and robustly dealt with.

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The school has created a culture that is welcoming of the new pupils who join. The needs of pupils who are new to the school are carefully considered, and as a result, they are supported and nurtured. This is typical of leaders’ care and attention towards all pupils.

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Since the previous inspection, the trust has strengthened governance through providing regular training for governors. The trust, local governors and school leaders work together to consider the impact of any improvements that are made. Staff are very proud to work 3 and 4 June 2025

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at the school and are positive about the steps leaders take to manage 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)

 The implementation of the planned curriculum is variable in some subjects. Where this is the case, pupils do not recall their prior learning as well as they should. The school must ensure that teaching approaches match the intent of the curriculum and lead to pupils securing the necessary knowledge and skills across all subjects.

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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.

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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.

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Background

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

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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. 3 and 4 June 2025

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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). 3 and 4 June 2025

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School details

Dates of previous inspection 22 and 23 October 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the River Learning Trust.  The headteacher, and other members of the leadership team, took up post since the last inspection.  The school uses no alternative provision.  The school includes nursery provision for three-year-olds.

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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 inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school. 3 and 4 June 2025

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 To evaluate the effectiveness of safeguarding, the inspector: 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.  The inspector held meetings with the headteacher, the special educational needs and disabilities coordinator, curriculum leaders and other staff.  The inspector met with representatives of the board of trustees, members of the local governing body and leaders from the trust.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector examined a range of documentation provided by the school, including leaders’ self-evaluation and improvement plans.  The inspector considered the responses to Ofsted Parent View. He also took into

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consideration the responses to the staff and pupil surveys as well as speaking to staff and pupils throughout the inspection.

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Inspection team

Ed Mather, lead inspector His Majesty’s Inspector 3 and 4 June 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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