Alveston CofE Primary School

Alveston CofE Primary School

Address: Knights Lane, Tiddington, Stratford-upon-Avon, Warwickshire, CV37 7BZ Unique reference number (URN): 125623

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Most pupils achieve well over time. By the end of Year 6, published outcomes are typically above national averages. This demonstrates that pupils are well prepared for their next stage of education. Across year groups, most pupils build knowledge securely from their starting points and apply it with increasing accuracy and independence. Early reading sets pupils up well. They read fluently and widely, which supports future learning across subjects.

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Achievement Expected standard

For some pupils with special educational needs and/or disabilities (SEND), achievement varies between subjects and classes. Where teachers use precise information about pupils' starting points and gaps pupils have in their learning, pupils with SEND keep pace with the intended curriculum. They remember more and make the progress that they are capable of. Where this is not consistent, gaps remain and progress is not as positive as it could be.

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Attendance and behaviour Expected standard

Attendance is a strength. Leaders have established a positive and inclusive culture in which pupils are motivated to attend. They value their learning and enrichment opportunities. Where attendance is less positive, staff work proactively and sensitively with families needing support. Leaders adopt well-judged strategies that lead to sustained improvement. The school balances high expectations with compassion, making effective adjustments for pupils who need additional support. As a result, pupils who previously struggled to attend now engage more regularly with school. This secures improved access to learning. It is a positive feature of their work.

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Attendance and behaviour Expected standard

The school provides a calm and orderly environment for learning. Mutual respect between pupils and staff is well established and consistently evident. Bullying is not tolerated. Pupils understand the school’s rules and typically follow them well. This culture is embedded from the early years, where children demonstrate a strong understanding of routines and expectations. As a result, poor behaviour incidents are rare. This positive climate ensures that pupils feel safe both in lessons and during social times, enabling them to engage purposefully and confidently with their learning.

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Curriculum and teaching Expected standard

Across the school, leaders have established a coherent, ambitious and well-sequenced curriculum that enables pupils to build knowledge and skills progressively over time. Teaching typically demonstrates that staff have secure subject knowledge across different subjects. In mathematics, for example, teachers use resources well to help pupils understand more difficult concepts. In addition, teachers check that pupils understand each step of the learning process. They question, probe and check understanding routinely. If any pupil needs extra support, this is provided in a timely way to help them catch up and close any gaps in their knowledge.

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Curriculum and teaching Expected standard

Leaders demonstrate an accurate understanding of how well teachers implement the improved curriculum. The team work collaboratively to support less-experienced colleagues. Generally, teachers understand that they need to adapt teaching to reflect different pupils' starting points. Leaders are supporting them to do this with with greater precision.

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Curriculum and teaching Expected standard

Pupils' language and vocabulary development has been prioritised. Most pupils are able to talk about their learning confidently and in a sophisticated way. They are beginning to communicate their learning through their writing.

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Early years Expected standard

The early years provision is effective in ensuring children are happy, settled and ready to learn. Children quickly develop independence. Staff's interactions with children are a notable strength. They consistently model high-quality language and skilful questioning. In so doing, they help to extend children’s thinking. Communication and language development is prioritised. Children are encouraged to speak in full sentences. They are often supported by staff, which develops their vocabulary and confidence.

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Early years Expected standard

The curriculum is well designed and carefully sequenced. Phonics and early mathematics are taught effectively from the start. As a result, most children secure the knowledge they need to learn to read, write and understand number. Reading is prioritised, and children in the Reception Year quickly develop their phonics knowledge. They read with increasing fluency and confidence.

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Early years Expected standard

Routines and behaviour expectations are firmly embedded, supporting children’s personal, social and emotional development. Children play cooperatively, understand turn-taking and how to share. They engage purposefully with the range of learning opportunities made available for them, both independently and alongside staff. Staff consider children’s starting points and adapt provision to meet individual needs. Many children have secured the important skills, knowledge and behaviours needed to ensure a smooth transition into key stage 1.

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Leadership and governance Expected standard

Leaders have successfully steered the school through a period of instability. During this time, leaders have strengthened relationships with parents and carers and galvanised the commitment of the staff team. Staff share a strong moral purpose. They consistently place the best interests of pupils at the centre of their work. This is reflected in parents’ overwhelmingly positive views of the education, care and guidance their children receive. Staff are equally as positive and are proud to be part of the school.

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Leadership and governance Expected standard

Leaders have identified aspects of the school’s work that require further improvement. Professional training opportunities are increasingly aligned to these priorities, helping staff to develop their practice. However, systems to evaluate the impact of actions are not yet fully embedded. Consequently, leaders have not had sufficient time to monitor provision rigorously or ensure that all improvement actions are consistently securing the intended impact for all pupils.

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Leadership and governance Expected standard

Governors are committed, involved and well informed professionals. They have a realistic understanding of the school’s strengths and areas that require further work. They ensure

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Needs attention

that the school continues its improvement journey and remains highly regarded by its families.

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Personal development and wellbeing Expected standard

The school provides a range of opportunities that support effectively pupils’ personal development and wellbeing beyond the classroom. Educational visits are a regular feature, with each class participating in a whole-school trip every term. Pupils value these experiences and speak positively about the opportunities they provide to extend learning and broaden horizons. Partnerships such as the school’s work with a local theatre company make a strong contribution to pupils’ cultural development. Workshops delivered in school, alongside opportunities for Year 5 pupils to perform on stage at a professional theatre, enhance pupils’ appreciation of the arts. They build their confidence, creativity and oracy.

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Personal development and wellbeing Expected standard

A well-rounded and broad offer contributes well to the development of pupils' character. They demonstrate high levels of respect towards one another and staff, and show a secure understanding of equality, fairness and difference. Pupils articulate confidently that it is never right to judge others based on appearance or background. Teaching about relationships and health education is effective. Pupils discuss healthy relationships with maturity and insight. They often draw thoughtfully on personal experiences to explain how learning in school has helped them make sense of situations in their own lives. Staff model positive behaviours consistently. Pupils reflect these values in their interactions.

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Personal development and wellbeing Expected standard

Opportunities to develop leadership, including roles such as eco-warriors, school councillors and collective worship monitors, promote responsibility, democratic participation and fundamental British values. Pupils also contribute positively to the wider community. For example, by visiting local nursing homes and selecting charities to support, fostering empathy and social responsibility. Extra-curricular clubs are inclusive and free for pupils who might otherwise struggle to attend. Leaders track participation carefully. This helps to ensure that no pupils miss out.

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Inclusion Needs attention

Leaders' work to identify pupils' barriers to learning is not yet effective. Adaptations to learning remain inconsistent between classes and subjects. Staff do not always have precise information about pupils’ starting points or gaps in knowledge. This information is not routinely shared. As a result, work is not always matched well to pupils’ needs. Expectations are not consistently high. Individual targets have been introduced, but many lack the clarity needed to inform teaching, assessment and intervention effectively. Consequently, gaps in learning are not addressed quickly enough. Some pupils with special educational needs and/or disabilities (SEND) do not make the academic progress of which they are capable.

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Inclusion Needs attention

Staff know pupils and their families well. Pupils are valued as individuals within an inclusive culture. Leaders work closely with families and external agencies to prioritise pupils’ emotional wellbeing. Pastoral support for pupils with SEND, those who are disadvantaged and those known to social care is effective and timely. Pupils feel safe, build trusting relationships with staff and are ready to learn.

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What it's like to be a pupil at this school

Pupils experience school as a safe, caring and inclusive place, where they feel they belong. They enjoy school and attend well. Pupils trust staff to listen and act quickly when concerns arise. This gives them confidence and a sense of security. Pupils understand how to keep themselves safe, including online. They know who to talk with if they need help. Respectful relationships between pupils and staff are a consistent feature of daily life. They underpin pupils’ positive attitudes and emotional wellbeing.

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What it's like to be a pupil at this school

Behaviour across the school is typically calm and orderly. Pupils understand expectations and routines. They respond well to them, allowing learning time to be used productively. Pupils are considerate of one another around the school and behave responsibly. They say that bullying is rare and demonstrate a clear understanding of what bullying is. Pupils are confident that staff deal with any concerns promptly and effectively.

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What it's like to be a pupil at this school

Pupils relish opportunities to widen their experiences beyond the classroom. Educational visits bring the curriculum to life. Pupils develop responsibility through community engagement and leadership roles. Such responsibilities help pupils prepare for life in modern Britain.

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What it's like to be a pupil at this school

Most pupils enjoy their learning. They approach lessons with positive attitudes. Children in the early years settle quickly, engage enthusiastically with routines and show eagerness to learn. Older pupils speak confidently about their learning and readiness for the next stage of education. Many pupils take pride in their work and engage well with the curriculum. By the end of Year 6, pupils are well prepared for secondary school.

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What it's like to be a pupil at this school

However, some pupils with special educational needs and/or disabilities do not achieve as well as they could. Gaps in learning are not always identified precisely. This means that learning does not consistently build from individual starting points. As a result, some pupils become frustrated, disengage from learning and do not make the progress that they are capable of.

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Next steps

• Leaders should ensure that staff have a secure and consistent understanding of how to adapt teaching effectively for pupils with special educational needs and/or disabilities (SEND), so expectations are appropriately high and their academic progress improves across subjects. • Leaders should ensure that pupils’ precise starting points and learning gaps are accurately identified, routinely shared with staff and used consistently to inform teaching, assessment and appropriate intervention for pupils with SEND. • Leaders should monitor the impact of their actions more closely to check that what they

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Team inspectors:

Debbie Newman, Ofsted Inspector Christian Hamilton, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Total pupils

intend to improve, does improve, leading to all pupils making suitable progress from their starting points.

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About this inspection

The chair of the board of governors in this school is Alex Quinn.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, the special educational needs coordinator (SENDCo), and governors, including the chair, during the inspection.

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About this inspection

This school is registered as having a Church of England religious character. Its most recent section 48 inspection was in March 2025.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

There is a new headteacher and SENDCo since the previous inspection. The headteacher had been in post for 6 weeks when this inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2023/24 (final) 67% 62% Close to average

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national average

2022/23 (final) 71% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 67% 59% Close to average

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average

2022/23 (final) 71% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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