Lambourn CofE Primary School

Inspection of Lambourn CofE Primary School Greenways, Lambourn, Hungerford, Berkshire RG17 7LJ

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

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The principal of this school is Maria Cupit. This school is part of Excalibur Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the Chief Executive Officer, Nick Lewis, and overseen by a board of trustees, chaired by Toby Watson. 1 and 2 July 2025

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What is it like to attend this school?

Pupils thrive at this unique village school. They understand and model the school’s values of ‘love, integrity, grit, hope and trust’ exceptionally well. They are immersed in what is an almost magical learning environment, surrounded by horses and picturesque grounds that are utilised well to help motivate and inspire. Pupils value their leadership roles, such as caring for the school chickens or acting as reading buddies who help younger pupils with their reading each week. Pupils feel safe and very happy.

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What is it like to attend this school?

Behaviour is impeccable. If any pupil finds managing their behaviour more challenging, they are supported thoughtfully and given the strategies they need to succeed. Pupils are extremely polite, have good manners and act as positive role models for each other. The school has very clear routines and high expectations. Pupils understand positive behaviour and how to contribute to the school's positive, respectful culture.

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What is it like to attend this school?

Staff have the highest expectations of what pupils can achieve. From the very beginning of their time in school, and in most subjects, pupils reach these expectations. Pupils develop a deep sense of belonging. They love their school and the contribution they make to community life. One pupil summarised the thoughts of others beautifully, stating, ‘Lambourn is a village of champions.’

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

The school has an ambitious curriculum. Staff have identified the precise knowledge and skills that they want pupils to learn. Staff revisit key knowledge and strengthen pupils’ understanding through activities such as educational trips and visiting speakers. For example, pupils visit Newbury racecourse to use mathematics for calculating weights of jockeys and calories needed to feed the horses. Pupils’ work in books is of a high standard. Writing, including handwriting and presentation, are rightly valued and taught comprehensively.

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

Although some published outcomes for pupils in reading were low, reading is now a strength of the school. Staff implement the phonics programme systematically and with strong subject knowledge. If any pupils fall behind in reading, they receive help and catch up with their peers quickly. Heritage literature and challenging texts are used effectively, as is use of the local library, to help motivate pupils to develop a love of reading. Pupils with special educational needs and/or disabilities (SEND) have their needs identified quickly and are supported expertly. Where needed, the school works closely with specialists such as education psychologists and speech and language therapists to help strengthen learning opportunities and match them closely to pupils’ specific needs. By the end of key stage 2 pupils build their knowledge and understanding well.

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

Children make a strong start in the early years. Staff model positive relationships. Children respond well to thoughtful activities across all areas of learning. They listen to stories with sustained engagement, enjoying traditional tales, nursery rhymes and songs. Children take turns, listen and hold their attention well. As in other areas of the school, children with SEND in the early years are supported appropriately. 1 and 2 July 2025

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Staff check pupils’ learning and adjust their teaching appropriately. In most subjects the school makes checks on pupils’ learning well. However, in some subjects, the school has not developed a consistent approach to checking what pupils know. Sometimes staff do not identify what pupils know and then adapt the curriculum precisely. This means that some pupils do not build on their knowledge as well as they could. For example, in art and design pupils enjoy lessons about great artists, architects and designers but struggle to retain and recall what they have learned as well as in other, more developed subjects.

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Pupils attend school regularly. The school has very positive relationships with parents and carers. Where necessary, the school take appropriate, supportive action to help prevent declines in pupils’ attendance. In lessons and on the playground, pupils are calm and orderly. There is no low-level disruption and bullying or unkind behaviour is extremely rare. If any incidents do happen, they are managed swiftly and with care for all involved.

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Pupils have an exceptional range of opportunities provided through extra-curricular activities. For example, pupils swim regularly in the school's on-site pool. School clubs and team games include activities like football and art, ensuring pupils have opportunities to take part and build their confidence in an exemplary way. Notably, pupils are taught to visualise their own successes, plan their goals for the year ahead and then work towards achieving them. This, together with expert pastoral care, supports pupils with their mental health and well-being strongly. By the end of key stage 2, the programme of personal development ensures that pupils are exceptionally well prepared for secondary school.

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Trustees and governors support the school’s work effectively. They carry out their roles diligently and know the school’s strengths and areas for development well. Leaders exemplify the school’s values and caring ethos. Pupils are proud of their school. One pupil summarised the thoughts of others, saying, 'The best things about the school are the opportunities and trips...the teachers…all of it, really!’

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some wider curriculum subjects, the school’s approach to assessment is not as effective as it could be. At times, staff do not identify whether pupils know and understand the intended curriculum as securely as they do in core and some further developed foundation subjects. As a result, a small number of pupils do not build on their knowledge as effectively as they could. The school should refine its approach, ensuring staff check pupils' knowledge efficiently and effectively, making suitable adjustments to lessons and the curriculum where needed. 1 and 2 July 2025

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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.

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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). 1 and 2 July 2025

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School details

Dates of previous inspection 10 and 11 January 2023, under section 5 of the Education Act 2005

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Information about this school

 Lambourn Church of England Primary School converted to become an academy school in September 2018 and joined Excalibur Academy Trust at the same time.  The most recent section 48 inspection of Lambourn Church of England Primary School took place in June 2022. The date of the next section 48 inspection is due in the next two years.  The school does not currently use alternative provision.  There is an on-site nursery for children aged 3 and 4.

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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 1 and 2 July 2025

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provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspection team met with the principal, senior leaders, teachers and pupils. The lead inspector met with trustees and members of the local academy committee, and the chief executive officer of the trust.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and art and design. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  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

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspection team observed behaviour in lessons and at breaktimes and lunchtimes. They spoke formally with groups of pupils, as well as talking to pupils in lessons and around the school.  Inspectors spoke with parents at the start of the school day. They considered the views expressed in Ofsted Parent View.  Inspectors spoke with groups of staff and considered the responses to Ofsted’s staff and pupil surveys.

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Inspection team

Carl McCarthy, lead inspector His Majesty's Inspector

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Inspection team

Nic Browne Ofsted Inspector 1 and 2 July 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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