Wroxton Church of England Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Wroxton Church of England Primary School Lampitts Green, Wroxton, Banbury, Oxfordshire OX15 6QJ

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Outcome

Wroxton Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The executive headteacher of this school is Victoria Woods. This school is part of Oxford Diocesan Schools 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), Anne Dellar, and overseen by a board of trustees, chaired by Kathy Winrow.

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What is it like to attend this school?

A strong, inclusive ethos is at the heart of Wroxton Primary. Pupils enjoy coming to school. The school is committed to serving and welcoming all pupils and their families. The care given to pupils by staff demonstrates the school’s values of love, compassion and courage. Pupils truly embrace these values. These help pupils to make the right choices, meeting the school’s high expectations for their behaviour.

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What is it like to attend this school?

The school is ambitious for pupils to do their best academically. It meets the needs of pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils effectively. Staff think carefully about how to make every day successful for every pupil. As a result, pupils achieve well.

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What is it like to attend this school?

Pupils are polite, well mannered and respectful. At social times, pupils eat and play sensibly with their friends. Well-trained pupil ‘play champions’ ensure that equipment is used sensibly. They help their peers to solve disagreements fairly. Pupils benefit from other leadership opportunities such as being part of the eco-team or school councillors. Through these roles, pupils take on responsibilities and learn more about the world around them. For example, the eco-team works with other pupils across the school to develop an awareness of the importance of conserving energy and water. 19 June 2025

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

Over the last two years, there have been many changes to leadership roles in the school. The school has developed a broad and balanced curriculum offer for pupils. In all subjects, the school has created a curriculum that ensures pupils learn the most important knowledge. It is well sequenced from the early years to Year 6.

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

Staff display strong subject knowledge and explain new ideas clearly. They make precise adaptations to learning for pupils with SEND. Pupils access the curriculum successfully, and staff support them well in thinking independently. This leads to all pupils achieving well. In many subjects, the school checks on pupils’ learning in lessons effectively. This helps staff to identify and address pupils’ mistakes. However, in some wider curriculum subjects, the school does not routinely check what pupils have remembered. This means that pupils’ misunderstandings or gaps in their knowledge are not known. Pupils do not build successfully on their learning in these subjects. They do not achieve as well as they could.

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

Developing reading is a key focus for the school. The precise, expert training staff receive means that they are adept in helping any pupils who need extra support. Catch-up activities give pupils the valuable practice they need. Pupils learn to become fluent and confident readers, enjoying a range of fiction and non-fiction books. The school ensures that pupils learn how to use their reading knowledge in their writing. This work starts in the early years. Pupils across the school quickly develop their language skills and have an enthusiasm for writing. As a result, pupils become increasingly accurate and confident writers.

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

Pupils understand the behaviour expected of them. They are ready to learn. This starts in the early years, where routines are established, explained by staff and practised by children regularly. Most pupils work hard in lessons because they want to learn. When learning is disrupted by the behaviour of others, staff manage this well. There is a warm and happy atmosphere in school, which helps pupils feel safe. The school checks pupils’ attendance rigorously. When attendance does decline, it acts swiftly and effectively to address this.

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

The school’s approach to supporting pupils’ personal development is well considered. Pupils enjoy a wide range of experiences that develop their understanding of the world around them. For example, pupils visit places of worship such as a local Hindu temple and a mosque. They benefit from extra sessions such as being part of a project about healthy relationships. These opportunities help to deepen pupils understanding of important issues such as child exploitation in an age-appropriate way. The school ensures that pupils participate in the sporting opportunities on offer. For example, the majority of pupils participate in events such as athletics and indoor bowls. Pupils display a strong understanding of the importance of being physically healthy.

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

The school continues to improve standards in all areas of its work and embed any necessary changes. Those responsible for governance ensure that they hold the school to account. They carry out their statutory duties effectively. Staff are positive about the 19 June 2025

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school, the journey of improvement and the way that they are supported. Everyone works well together to make sure that changes impact positively on pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the school does not check how well pupils have understood the knowledge they have been taught effectively before moving them on to more complex learning. Pupils’ misconceptions or gaps in knowledge are not identified. Some pupils do not achieve as well as they could in these subjects. The school should ensure that systems are in place to check pupils’ understanding and address any misconceptions in a timely manner so they can build and connect knowledge securely over time.

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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 to be 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 second ungraded inspection since we judged the predecessor school, Wroxton Church of England Primary School, to be good for overall effectiveness in October 2015.

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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 19 June 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). 19 June 2025

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School details

Date of previous inspection 4 March 2020, under section 8 of the Education Act 2005

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Information about this school

 The executive headteacher was appointed in September 2023.  This Church of England school is part of the Diocese of Oxford. The last section 48 inspection, for schools of a religious character, took place in March 2025. The next section 48 inspection will be within five years of this date.  This school is a part of the Oxford Diocesan Schools Trust.  The school does not currently use any alternative provision.

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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 inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 19 June 2025

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 Inspectors met with senior leaders, staff and pupils. The lead inspector also met with the representatives of the local governing board and the chair of trustees. Inspectors also met with the trust’s CEO.  The inspection team carried out deep dives in these subjects: reading, mathematics, physical education and geography. Inspectors discussed the curriculum with subject leaders, teachers and pupils. Inspectors also visited lessons and looked at samples of pupils’ work.  Inspectors considered the responses to the Ofsted Parent View survey, including the free-text comments. They also took account of the responses to the confidential staff survey and gathered the views of both staff and pupils throughout the inspection.  To evaluate the effectiveness of safeguarding, 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

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safeguarding that puts pupils’ interests first.  Inspectors reviewed and scrutinised a range of the school’s documentation, including leaders’ plans for improving the school, minutes of local governing board meetings and records of attendance and behaviour incidents

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Inspection team

Neil Pilsworth, lead inspector His Majesty’s Inspector

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Inspection team

Sahreen Siddiqui Ofsted Inspector 19 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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