William Morris Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: William Morris Primary School Bretch Hill, Banbury, Oxfordshire OX16 0UZ

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Outcome

William Morris 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 Alastair Johns. The school is part of GLF Schools trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), James Nicholson, and overseen by a board of trustees, chaired by Lynne O’Reilly.

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What is it like to attend this school?

Pupils are extremely polite and friendly in this welcoming school. They are proud of their school and delight in showing it off to visitors. Relationships between staff and pupils are caring and kind. Most parents and carers rightly describe the school as an ‘amazing community with great leaders and staff’.

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What is it like to attend this school?

The school has high expectations of pupils’ achievements. Pupils demonstrate a palpable love of learning and positive attitudes to school life. They achieve well and leave school well prepared for the next stage of their education.

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What is it like to attend this school?

In classrooms and around the school, pupils conduct themselves with thought and consideration. The atmosphere is calm and productive. A wide range of educational visits, such as trips to Oxford and further afield, help pupils to develop their understanding of the wider world. Pupils learn about the careers they can pursue through work with professionals from different sectors, such as scientists, artists, musicians, engineers and athletes.

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What is it like to attend this school?

Pupils enjoy developing their interests in a rich array of activities, including dance, singing, pottery and cricket clubs. They also grow herbs, salads and vegetables, which they enjoy as healthy snacks at the gardening club. Pupils raise donations for charities and the local food bank. 1 and 2 July 2025

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

The school has created an interesting and engaging curriculum. Across all subjects, the essential knowledge that pupils should learn is set out in a clear order. Where pupils join school at different points in the academic year, including some pupils who speak English as an additional language, staff are quick to adapt the curriculum accordingly. Through use of the ‘support and challenge’ discussions, staff make sure that pupils develop communication and language skills. Consequently, pupils look forward to their lessons, enjoy their learning and display positive attitudes towards their work.

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

Teachers have expert subject knowledge. They encourage pupils to use subject-specific vocabulary to discuss and explore their work in different subjects. Teachers identify the needs of pupils with special educational needs and/or disabilities (SEND) effectively. They ensure that, where required, learning is matched to pupils’ individual needs. Teachers use the school’s agreed teaching and assessment approaches to adapt lessons, activities and resources to make sure that pupils embed important knowledge and skills securely. They also ensure that pupils have sufficient time to practise and make links in their learning. However, the same rigorous approach is not applied to the teaching of early writing. Errors in pupils’ handwriting skills, including letter formation, pencil grip and joining techniques, are not consistently identified or addressed effectively.

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

Reading is the backbone of the curriculum. The school works very well to promote pupils’ love of reading. Children in the early years are introduced to letters and the sounds they make from the very start. If pupils fall behind, they receive the support they need to help them catch up quickly. Adults read books that capture pupils’ imaginations. Pupils talk animatedly about the books they read and enjoy. As a result, they learn to read fluently and with confidence.

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

Pupils are respectful and caring towards their peers. They move sensibly around the school during breaktimes and settle quickly into their lessons. Pupils listen attentively and act as encouraging role models for each other. Their excellent attitudes are shown in their high rates of attendance.

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

Pupils develop a strong understanding of the wider world. They learn about a range of faiths and the importance of not discriminating based on beliefs or for any other reason. Pupils know about different kinds of relationships, as well as how to keep themselves healthy and safe. They are keen to play their part to look after the environment. Pupils organise campaigns in school to reduce waste and help their peers take better care of resources, including practical contributions such as building ‘hibernacula’ to promote biodiversity and attract pollinators. This reflects pupils’ deep understanding of ecological responsibility. Pupils debate topics such as immigration, mutual respect and disability. They also discuss current affairs and topical news, sharing their views and opinions in a mature manner. Consequently, pupils are very well prepared for life in modern Britain.

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

There is a culture of high expectations among school leaders. Those responsible for governance, including trust leaders, share the same strong vision as the school. They offer support and challenge to the school. They understand well the community it serves. 1 and 2 July 2025

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Staff have opportunities to collaborate with other schools, both in and beyond the trust. They appreciate these opportunities and speak positively about the school’s consideration of their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The teaching of handwriting is variable, including in the early years. This means that some pupils do not secure the foundational knowledge of pencil grip, accurate letter formation and joining techniques well enough. The school should work with staff to improve teaching in this area so there is a consistent and effective approach to teaching early handwriting skills.

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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 outstanding 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 outstanding for overall effectiveness in September 2018. 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

CEO of the trust James Nicholson (interim)

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School details

Dates of previous inspection 11 and 12 September 2018, under section 5 of the Education Act 2005

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Information about this school

 William Morris Primary School is governed by the GLF Schools trust. There is a school standards board (SSB) that oversees aspects of school governance.  There have been changes to the leadership team since the previous inspection. The headteacher took up the substantive role in September 2022. The two assistant headteachers joined in the 2022/2023 academic year.  The school currently uses one unregistered alternative provision.  The school offers before- and after-school wraparound care.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 1 and 2 July 2025

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 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 her evaluation of the school.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at some samples of their work. Meetings were held with groups of pupils to discuss their views about many different aspects of the school and to talk about their work. The inspector also held informal conversations with pupils at lunchtime.  The views of pupils, parents and staff represented in meetings, and the responses to Ofsted’s online surveys, were considered.  During the inspection, meetings were held with the headteacher, senior leaders, staff and with senior staff from the trust who work routinely with the school. The inspector also spoke to a member of the SSB, the chair of trustees and the interim CEO.

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 A wide range of documents was scrutinised, including those relating to behaviour, attendance, governance and leaders’ evaluation of the school and priorities for improvement.  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.

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Inspection team

Shazia Akram, lead inspector His Majesty’s 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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