Pytchley Endowed Church of England Primary School

Inspection of Pytchley Endowed Church of England Primary School High Street, Pytchley, Kettering, Northamptonshire NN14 1EN

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

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The executive headteacher of this school is Ashley Scott. This school is part of the Peterborough Diocese Education 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), Ruth Walker-Green, and overseen by a board of trustees, chaired by Andrew Scarborough. 24 and 25 June 2025

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What is it like to attend this school?

Pytchley is a happy school where pupils thrive in an environment that is built on strong relationships. They feel listened to and know that staff care about them and take their concerns seriously.

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What is it like to attend this school?

Pupils are well behaved and polite. They uphold the school’s values and treat others with respect. High expectations for behaviour and learning are clear, and pupils respond well. All pupils, including those with special educational needs and/or disabilities (SEND), are supported to succeed. Lessons are lively and pupils are keen to participate. Occasionally, their enthusiasm means that not everyone gets a chance to contribute.

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What is it like to attend this school?

Pupils usually speak confidently about what they learn and how they have improved. They value the encouragement they receive from staff. Pupils show a sense of pride in their work. They are well prepared for the next stage in their education.

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What is it like to attend this school?

The school provides a wide range of extra-curricular activities. These are valued by pupils and parents and carers alike. Pupils enjoy trips, residentials and clubs, including sports and others such as chess. These experiences help them to discover new interests and strengths. Leadership roles such as becoming part of the school council, a reading ambassador, a sports leader or a spiritual champion are taken on enthusiastically. These positions help pupils to develop their independence and resilience.

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

The school has developed a well-structured and inclusive curriculum. Most pupils achieve well across the curriculum and in national tests. Teachers identify and respond to the needs of pupils with SEND quickly, providing appropriate support and adaptations.

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

The curriculum is carefully sequenced, starting in the early years. It ensures that learning builds over time and typically reflects a high ambition for all. Teachers have secure subject knowledge and present information clearly. However, there is some variability in how well the curriculum is implemented. This can impact on some pupils’ willingness to engage fully, affecting how well they achieve.

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

Reading is a clear priority across the school, including in the early years. Children in the Reception Year benefit from expert teaching and a well-designed curriculum. They experience many positive learning activities that focus closely on practising their communication skills. This strong start prepares them well for Year 1 and beyond.

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

Across the school, pupils take part in daily sessions to develop their reading fluency and comprehension. This helps them to become confident readers and succeed in other subjects.

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

Pupils enjoy learning and are keen to do well. They have positive relationships with staff. However, sometimes, the work they complete in some subjects is not ambitious enough. 24 and 25 June 2025

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This means that some pupils finish tasks quickly and are not moved on to their next steps.

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Behaviour across school is calm and respectful. Clear routines mean that pupils know what is expected of them and support a smooth start to lessons. Visual reminders help pupils to manage their own behaviour and become more independent. Most pupils are respectful and accepting of others. However, during discussions, some pupils do not always demonstrate this mutual respect. They sometimes talk over each other and do not take turns.

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The school’s work to improve attendance is making a positive difference. Staff offer positive and effective pastoral support so that families can overcome some of the barriers to frequent attendance. Through targeted action and strong relationships, the school helps pupils come to school more often.

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The school provides strong support for pupils’ personal development. The curriculum for personal, social, health and economic education is well designed and suitable for each age group. It helps pupils learn to stay healthy, build positive relationships and keep themselves safe. Pupils also learn about the wider world, showing respectful and inclusive attitudes. They understand protected characteristics and talk confidently about different types of families. Fundamental British values are part of everyday school life. Pupils can explain these values clearly and show how they apply them in different situations.

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Pupils benefit from a wide range of enrichment opportunities that are well planned and accessible to all. These activities help pupils to develop their character, while learning how to work with others. Pupils grow into confident, respectful and well-rounded individuals.

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The school is driven by a strong moral purpose and high ambition for every pupil. Leaders work closely with governors and the trust, who provide appropriate support and challenge. Staff feel valued and well supported. Leaders are mindful of workload and staff well-being. This helps to create a positive and motivated team.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes the curriculum is not implemented as effectively as the school intends. As a result, some pupils do not always engage fully with their learning or develop a secure understanding of key knowledge and skills. The school should ensure that the curriculum is delivered consistently well across all subject areas so that all pupils benefit from high-quality teaching and achieve well. 24 and 25 June 2025

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 In some foundation subjects, planned learning sometimes lacks ambition. Some pupils complete tasks with ease and are not provided with enough opportunities to deepen or extend their knowledge and understanding. The school should ensure that pupils benefit from consistently ambitious and enriching learning experiences in each subject so that they can achieve their full potential.

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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). 24 and 25 June 2025

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School details

Headteacher Ashley Scott (Executive Headteacher) Tessa Litchfield (Head of School) Website www.pytchleyceprimary.org.uk

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School details

Date of previous inspection 4 May 2023, under section 8 of the Education Act 2005.

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Information about this school

 Pytchley Endowed Church of England Primary School is in the Diocese of Peterborough. The most recent section 48 inspection of the school took place in May 2024. This is an inspection of the school’s religious character.  The school uses one unregistered alternative provision.

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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 of the quality of a school’s education 24 and 25 June 2025

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provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors completed deep dives in these subjects: early reading, mathematics and geography. 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.  Inspectors visited lessons and discussed the curriculum in some other subjects.  The lead inspector observed some pupils read to staff.  The lead inspector met with representatives of the trust, including the CEO and other trust leaders. The lead inspector also met with the chair of the academy governance committee.  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

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extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils at social times and when moving around the school.  Inspectors considered the responses to Ofsted Parent View.  Inspectors spoke with pupils and staff to gather their views. Inspectors also considered the responses to Ofsted’s online survey for staff.  The lead inspector reviewed a range of documents, including the school’s self- evaluation and improvement plan and documents related to governance.

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Inspection team

Nyree Parker, lead inspector His Majesty’s Inspector

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Inspection team

Sally Wicken Ofsted Inspector 24 and 25 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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