Schools & FE · Report card

Bourton-on-the-Water Primary School

Inspected 3 Feb 2026 · published 20 Apr 2026 · URN 139291

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Summary

No overall grade in this frameworkSafeguarding met

Richard Light (lead), Lorna Buchanan, Paul Smith

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
3 Feb 2026
Inspectors verified
Lorna Buchanan, Paul Smith, Richard Light
Postcode verified
GL54 2AW
Name on report verified
Bourton-on-the-Water Primary School
Safeguarding verified
Met
URN verified
139291

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+67Positivemore positive than 39% of reports of this type

In line with other reports of this type.

Praiseeffectivelyconsistentlyhigh expectationseffectiveenjoypositiveambitiousfeel safe

Criticismconcernslackabsencepersistent absencevariablegapsnot consistentlynot precise

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1560w+73
Leadership268w+38
Safeguarding51w−11
What needs to improve70w+69

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,949; about usual (typical 1698)
Reading level: Hard; Flesch 42, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 8%; “some”, “not always”, “most”…

Where the words go

Findings 51%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 36%

Full report text

Bourton-on-the-Water Primary School

Address: School Hill, Bourton-on-the-Water, Cheltenham, Gloucestershire, GL54 2AW Unique reference number (URN): 139291

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

The school’s warm, welcoming ethos encourages pupils to attend regularly. Leaders communicate clear expectations about the importance of daily attendance. They understand the impact that absence has on pupils’ learning. Staff identify the underlying causes of absence. They work with external agencies to remove barriers for pupils and their families. Daily checks on pupils' attendance are thorough. Leaders analyse information carefully and act quickly when concerns arise. They draw on wider indicators, such as changes in pupils’ behaviour, to guide their response. As a result of this well coordinated approach, attendance continues to improve for all groups of pupils, and rates of persistent absence are reducing.

p.2

Attendance and behaviour Strong standard

Leaders model consistently high expectations for behaviour through their daily interactions with pupils. Pupils reflect these expectations. They conduct themselves as mature and responsible ambassadors for the school. Pupils are attentive in lessons and focused on their learning. Older pupils willingly take on roles such as prefects to support younger pupils. Staff use the school's traffic light system for rewards and sanctions fairly. It helps pupils understand the consequences of their actions. Staff teach pupils to recognise and manage their emotions. They offer effective support to those who need it most. As a result, pupils behave very well and enjoy positive relationships across the school.

p.2

Personal development and wellbeing Strong standard

The personal development curriculum supports pupils effectively, including those who are disadvantaged or pupils with special educational needs and/or disabilities. Pupils learn about factors that have an impact on their mental health and how to overcome them. Partnership work with other professionals ensures that pupils are equipped to know how to live mentally healthy lifestyles. When needed, leaders have put targeted interventions in place to help pupils to be ready for learning in the classroom. For example, some pupils benefit from equine, play and nurture therapy sessions.

p.2

Personal development and wellbeing Strong standard

Leaders use assemblies to provide rich opportunities for pupils to reflect on the lives of ‘social heroes’, such as Rosa Parks. Pupils understand values such as individual liberty. They know that every individual is unique and valued. Pupils have a detailed understanding of treating all fairly. This contributes to pupils' understanding of healthy relationships.

p.2

Personal development and wellbeing Strong standard

Leaders link elements of the curriculum to enhance pupils’ learning. Pupils plan sales for the school fête, which enhances their economic understanding. Lessons on the food production of local cheese helps to develop pupils’ awareness of their regional cultural heritage.

p.2

Personal development and wellbeing Strong standard

Pupils’ safety is enhanced through the curriculum. They learn how to stay safe online. A programme of visits from the police helps pupils to develop a secure understanding of online risks when using the internet.

p.2

Personal development and wellbeing Strong standard

Alongside the taught curriculum, visits to a local farm and museum, as well as choir performances, enrich pupils’ experiences. Their views inform the wide range of clubs available. Leaders track and support full participation in any activity. Residential experiences for older pupils build their confidence to tackle unfamiliar challenges.

p.2

Expected standard

The personal development programme supports pupils’ development of their self- awareness, independence and understanding of faiths and religions. The safe and supportive environment ensures that pupils confidently express their thoughts or ask questions. Pupils develop into respectful and responsible citizens.

p.3

Achievement Expected standard

Published outcomes at the end of Year 6 in reading, writing and mathematics sit in line with national averages. In writing, disadvantaged pupils attain above disadvantaged pupils nationally. Performance in the Year 1 phonics screening check remains close to the national average. Year 4 multiplication tables check outcomes were in line with outcomes nationally last year. Nevertheless, the trend over time remains variable, and leaders are strengthening their work to raise standards further.

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Achievement Expected standard

Across the curriculum, pupils learn new knowledge securely, building on what they already know. They recall prior learning confidently. For example, Year 4 pupils compare Tudor and modern homes using historical sources, and Year 6 pupils translate their preferences in French accurately. Leaders use experts in physical education, modern foreign languages and music to help pupils achieve well in the wider curriculum. Pupils are eager to deepen their learning, and they speak positively about the opportunities they receive.

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Curriculum and teaching Expected standard

The curriculum is well sequenced from early years to Year 6. It establishes firm foundations in early reading, number and language so that pupils build knowledge securely over time. As a result, most pupils gain the essential knowledge they need for later learning.

p.3

Curriculum and teaching Expected standard

Teachers carefully organise sequences within lessons, topics and year groups that support pupils’ recall of prior learning. Pupils confidently use subject-specific vocabulary in subjects such as science, including terms like ‘evaporation’, ‘water vapour’, ‘filtration’ and ‘dissolving’. They apply them accurately in context.

p.3

Curriculum and teaching Expected standard

Across subjects, teachers typically use their secure subject knowledge to help pupils learn the knowledge they need in reading, writing and mathematics. Teaching uses a range of strategies effectively that support learning and make new content accessible. Where a small number of older pupils require additional help, staff provide targeted support to close the remaining gaps. However, occasionally, teaching does not model for pupils the most accurate or efficient methods to use in their learning.

p.3

Curriculum and teaching Expected standard

Teachers use assessment to shape their teaching and refine curriculum content. They make adaptations for pupils with special educational needs and/or disabilities, and for those who are disadvantaged, that help pupils to progress well from their starting points.

p.3

Early years Expected standard

The early years provision offers a stimulating environment where children develop skills for lifelong learning. Staff check on children’s learning and development carefully. They adapt activities based on this information. Children are well prepared for Year 1.

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Early years Expected standard

Staff use high-quality texts and interactions to link learning and develop children’s understanding. They select books that enhance children’s knowledge of rhythm and rhyme and expand their vocabulary, for example of sea creatures such as squid, jellyfish and turtles. Predicting which object will float or sink is used to develop scientific concepts early.

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Early years Expected standard

Younger children in the pre-school are well catered for. Adults understand that early language development underpins all areas of learning and children’s personal development. Activities, such as melting ice blocks with warm water to reveal frozen vegetables, are used well to provoke children’s curiosity. Staff share children’s learning regularly with their families. They offer guidance on how families can support early reading, language development and exploration at home.

p.4

Early years Expected standard

Early reading, writing and mathematics are taught effectively. Children improve their letter formation and early writing techniques when using the ‘writing toolkit’. They develop their mathematical language as they share, respond, expand and talk about their thinking. Staff follow the phonics scheme carefully, enabling most children to learn the sounds that letters make accurately.

p.4

Inclusion Expected standard

Bourton is an inclusive and caring school. Pupils feel welcome. Pupils who are disadvantaged, pupils with special educational needs and/or disabilities (SEND) and those with other barriers to their learning or their wellbeing receive the support they require to meet their specific developmental needs. Additional funding is targeted effectively to support pupils’ individual circumstances. This helps to ensure that all pupils can take part in the wider life of the school.

p.4

Inclusion Expected standard

Leaders identify pupils’ needs quickly. They check the needs of pupils with SEND, disadvantaged pupils and pupils known to social care. Leaders work with families and external professionals to design appropriate support. This helps many pupils improve their wellbeing. Very occasionally, teaching does not match pupils’ needs. As a result, some pupils do not make the progress that they could.

p.4

Inclusion Expected standard

Staff are trained well and ensure that pupils with SEND can easily access useful resources to help them learn. For example, visual timetables support pupils to learn well. However, at times, some of the school's approaches are not applied consistently by staff. This can limit pupils’ understanding. Leaders work with specialist staff to provide effective additional support for those pupils with the most acute levels of need. Leaders check that pupils in alternative provision are kept safe and supported.

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Leadership and governance Expected standard

Leaders, including governors, demonstrate high ambition for the school and have high expectations of all. Staff share leaders’ passion and actively seek further improvement. Training broadly supports the continuous improvement and the leadership development of all staff. Leaders make decisions based on a range of information to act in the best interests of pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. Consequently, by Year 6 most pupils reach standards in line with other pupils nationally and thrive.

p.5

Leadership and governance Expected standard

Leaders maintain a focus on continuous improvement. They base their actions on timely checks of teaching, the curriculum and information on pupils’ academic progress. Clear follow-up actions improve key aspects of the school’s work, for example pupils’ personal development and wellbeing, their behaviour and their attendance. However, leaders’ improvement actions and follow-up checks on the quality of teaching and pupils’ academic progress lack precision. Some actions lack sufficient focus on how teaching impacts pupils’ learning.

p.5

Leadership and governance Expected standard

Across all their work, leaders offer kindness, warmth and a visible presence. Leaders carefully consider staff wellbeing and workload when making decisions. They ensure that expectations are manageable. Leaders also work closely with parents and carers and a wide range of external experts and partners. They know their pupils well. Leaders remain ambitious and keep working to strengthen the school’s provision, for example, through the recent introduction of nurture ‑ based support, which helps pupils develop their emotional and social skills. They set a clear vision for the development of this provision. Governors demonstrate a secure commitment and use their wide range of expertise to contribute significantly to the school’s ongoing developments.

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