St James and Ebrington Church of England Primary School

Primary School

Address: Pear Tree Close, Chipping Campden, Gloucestershire, GL55 6DB Unique reference number (URN): 149257

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

Achievement Expected standard

Typically, pupils achieve well. This is reflected in pupils' attainment at the expected standard in reading, writing and mathematics at the end of Year 6. This is in line with the national average. Outcomes in the Year 1 phonics screening test improved in 2025 and are broadly average. As a result, most pupils are well prepared for their next steps in education.

p.2

Achievement Expected standard

On the whole, pupils develop the basic knowledge they need in reading, writing and mathematics to help them undertake more complex tasks as they progress through the curriculum. Disadvantaged pupils generally make suitable progress from their starting points, including those who join the school mid-year. However, some pupils struggle with fluency in their writing. This is mainly due to incorrect letter formation and pencil grip. Leaders have started to address this, but more time is needed to embed these improvements so that they have a full impact on pupils.

p.2

Achievement Expected standard

Pupils generally have secure knowledge of the wider curriculum. For example, they can recall much of their history and geography learning confidently.

p.2

Attendance and behaviour Expected standard

Leaders prioritise attendance. Pupils' attendance is much improved of late, having previously dipped below the national average. This is due to the school's effective processes and the positive relationships leaders have fostered. Leaders work sensitively with families and other professionals and take into account individual needs to remove any barriers to attendance. This approach has had a positive impact on attendance, particularly for disadvantaged pupils. The number of pupils who are persistently absent has decreased significantly in the current academic year. Staff discuss attendance with pupils so that pupils understand that high attendance is important to their learning.

p.2

Attendance and behaviour Expected standard

Pupils behave well. Leaders have implemented behaviour systems that are well understood by staff and pupils. This has resulted in a significant reduction in incidents of poor behaviour. There is a culture of mutual respect between staff and pupils. As a result, the school is a calm and positive environment in which pupils learn. Bullying is not tolerated. Pupils trust staff to act decisively and fairly should concerns arise. Staff at all levels place a high emphasis on pupils' wellbeing. Pupils recognise and value the care they receive. Suspensions are rare, but leaders use these appropriately when they occur.

p.2

Curriculum and teaching Expected standard

The school has a well-established, broad and ambitious curriculum. Leaders, including the trust, check the curriculum's effectiveness and improve it further as necessary. Leaders skilfully navigate the challenges presented by changes to class structures. They adapt the curriculum so that pupils continue to learn new content in a clear, logical order.

p.2

Curriculum and teaching Expected standard

Through regular training, staff have the expertise they need to teach effectively across the curriculum. Teachers typically take pupils starting points into account when they design learning activities. Staff provide tasks that build on what pupils already know and can do. In lessons, teachers explain new content clearly and use questioning effectively to check pupils' understanding.

p.2

Curriculum and teaching Expected standard

Pupils who fall behind in the basics of reading and mathematics are given the appropriate support to help them to catch up. This includes pupils with special educational needs and/or disabilities. Staff provide reading books that are closely matched to pupils' phonics knowledge to help them practise the sounds they have learned in lessons. Leaders have made changes to the writing curriculum to improve the teaching and quality of pupils' writing. The curriculum changes have required staff to have higher expectations of some pupils' handwriting, including pupils' pencil grip. The changes and their impact are at an early stage.

p.3

Early years Expected standard

Leaders manage the early years provision over two sites successfully. They ensure that there is a coherent, ambitious and well-ordered curriculum starting from two years old. Consequently, there is clear continuity for children's learning as they transfer into the Reception Year from the nursery site. As a result, children in the early years are well prepared for their next stage of education and flourish.

p.3

Early years Expected standard

Reading is prioritised throughout the early years. From learning nursery rhymes to more formal phonics teaching, children learn the basics of early reading well.

p.3

Early years Expected standard

In the nursery, staff expertly establish routines with children as soon as they arrive. For example, children tidy up after every activity with little fuss. Staff continually remind children of the importance of good manners. This is evident in the way children calmly sit and interact with each other at lunchtimes.

p.3

Early years Expected standard

Staff typically match learning closely to children's stage of development. Occasionally, this is not as well matched as it could be. Staff model high-quality interactions throughout the provision. They develop children's communication and language well. For example, many children are confident to share their learning with visitors. These positive relationships continue with parents and carers, who are regularly updated on their child's learning.

p.3

Inclusion Expected standard

Leaders passionately put the needs of pupils with special educational needs and/or disabilities (SEND) at the forefront of their work. They identify pupils' needs early and accurately. This includes pupils who join mid-year, for whom staff put in appropriate pastoral support. This helps pupils to settle successfully into school.

p.3

Inclusion Expected standard

Leaders train staff well so that they are knowledgeable about pupils' differing needs. This helps staff to typically provide the right support or adaptations for pupils with SEND to help them to be successful. For example, staff work sensitively with pupils who have social and emotional needs. This work helps those pupils to regulate their emotions more effectively. However, very occasionally, some staff do not provide some younger pupils with precise adaptations to help them learn as effectively as they could. Leaders keep a close eye on the additional support provided for pupils with SEND and make changes to their provision as appropriate. They involve families and other professionals appropriately.

p.3

Inclusion Expected standard

Leaders' use of the government's funding for disadvantaged pupils has become increasingly effective. Leaders' relentless focus on ensuring that all pupils thrive is leading to improved academic outcomes and attendance for this group of pupils.

p.4

Leadership and governance Expected standard

Leaders, including the trust, know the school well. This helps them to make improvements in the right areas of the school. They know that some of this work is at an earlier stage, such as improving pupils' outcomes in writing. Leaders at all levels lead with a clear determination to do the very best for pupils. They are rightly proud of the way pupils from all backgrounds, including disadvantaged pupils and those with special educational needs and/or disabilities, thrive.

p.4

Leadership and governance Expected standard

New leadership has strengthened the relationships between the school and parents and carers. Many talk about improved communication. Parents appreciate leaders' commitment to the school and their help to address any concerns parents may have. One parent summed this up, saying, 'The school feels loved.' Staff morale is also high. They feel that leaders support them to manage their workload. Staff value the range of training that helps them to develop their expertise. Leaders have ensured that, despite the challenges of managing two sites and two communities, they have created one united vision for the school.

p.4

Leadership and governance Expected standard

The trust, including the local academy committee, hold leaders to account well for the school's performance and fulfil their statutory duties. The school benefits from the timely and additional support provided by the trust. This support has ensured that pupils continue to learn well, unaffected by changes at the school.

p.4

Personal development and wellbeing Expected standard

The school's work to enhance pupils' personal development is effective. Its success lies in the degree to which leaders carefully consider the experiences that will benefit pupils the most. This helps pupils to access opportunities they may not otherwise encounter. For example, leaders check which clubs pupils participate in outside of school and use this to dovetail with the clubs that the school provides. As a result, pupils discover new talents and interests in a rich range of activities, such as sport and music clubs. Leaders work closely with families to remove any potential barriers for disadvantaged pupils or those with special educational needs and/or disabilities. This ensures equal opportunity for all.

p.4

Personal development and wellbeing Expected standard

Through visits to different places of worship, pupils learn to respect different faiths and cultures. This helps to prepare them for life in modern Britain. Pupils learn to become more independent through exciting residential trips, as well as many pupils experiencing what it is like to be away from home for the first time. Pupils develop a secure understanding of fundamental British values. For example, pupils link voting for the school council to the concept of democracy. Pupils participate in music concerts, including opera. This helps them to develop a love for the arts. Pupils learn most of the personal, social, health education (PSHE) programme well. Pupils attend visiting workshops that strengthen this provision. They have a deep knowledge of how people can be discriminated against for their ethnicity, gender or disability. This supports pupils to become tolerant and respectful of each other. Pupils learn about changes

p.4

Personal development and wellbeing Expected standard

to their body in an age-appropriate manner. Pupils learn about how to keep themselves safe, such as the appropriate use of mobile phones. For a few pupils, their understanding of some concepts in the PSHE curriculum, such as keeping mentally healthy, are less secure.

p.5

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

Pupils feel a deep sense of belonging at this school. Staff welcome all pupils warmly. This also includes a significant proportion of pupils who join the school part way through their education. They quickly feel they belong to the school community. Pupils' recently improved attendance reflects their enjoyment of school.

p.5

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

The school's approach to behaviour is centred around caring and positive relationships between staff and pupils. This helps pupils to behave well. Staff encourage pupils to consider and help each other. This starts in the early years, where children play happily together, and continues as pupils move through the school. As one pupil reflected, 'The whole school is like best friends.' Bullying is rare and dealt with swiftly by staff.

p.5

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

Pupils generally learn well across the curriculum. By the time they leave Year 6, most pupils are ready for the challenges of secondary school. Pupils with special educational needs and/or disabilities are helped to get the right support they need to be successful. Pupils who visit 'The Hive', to help manage their emotions, talk about how this helps them to feel happy and confident when learning alongside their peers.

p.5

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

The school provides a range of interesting opportunities beyond the classroom. For example, the school holds its own literacy festival, including author visits, designed to inspire pupils' writing. Pupils take on leadership roles enthusiastically, such as house captains and peer mediators. This develops pupils' sense of responsibility and allows them to contribute to school life. Pupils enjoy a range of trips, such as visiting a Roman villa, to enhance their understanding of the wider curriculum. Pupils learn to understand and respect how people can be different. This helps to prepare them well for life in modern Britain.

p.5

Next steps

Leaders should embed the improvements made to the teaching of writing, particularly ensuring that pupils use accurate pencil grip and letter formation so that they can write fluently and accurately across the curriculum. Leaders should sustain the recent improvements in overall attendance and persistent absence by working closely with parents and carers to ensure that pupils attend well.

p.5

Team inspectors:

Lisa Montandon, Ofsted Inspector Bianka Zemke, His Majesty's Inspector

p.6

About this inspection

This school is part of North Cotswold Schools Federation MAT, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Jacqueline Buckland, and overseen by a board of trustees, chaired by Melanie Huttunen.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, the CEO, two trustees including the chair of the trust, the chair of the local academy committee, staff, pupils, a member of staff from the alternative provider, a member of staff from the Diocese of Gloucester and parents and carers during the inspection.

p.6

About this inspection

The school is registered as having a Church of England religious character. The school is part of the Diocese of Gloucester. The most recent section 48 inspection of the school was carried out in May 2024.

p.6

About this inspection

The school makes use of one registered alternative provision.

p.6

About this inspection

There is a before- and after-school club for pupils who attend the school.

p.6

About this inspection

The school also, under the same registration, runs a nursery provision for children from two to four years old in the village of Ebrington, about three miles away. Its address is Hidcote Road, Ebrington GL55 6NQ.

p.6

About this inspection

The school joined the trust in October 2022. The predecessor school was judged as requires improvement for overall effectiveness in July 2019.

p.6

About this inspection

The headteacher took up her post in September 2025.

p.6

About this inspection

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

p.6

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.

p.7

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.

p.7

What does this mean?

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

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.8

average

2024/25 (revised) 59% 62% Close to average

p.9

average

2023/24 (final) 57% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 77% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2023/24 (final) 70% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (revised) 73% 74% Close to average

p.10

average

2023/24 (final) 77% 73% Close to average

p.10

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.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (revised) 56% 61% Close to average

p.11

average

2023/24 (final) 50% 59% Close to average

p.11

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.

p.11

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

Persistent absence

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

p.14

national average

2023/24 (3 term) 16.7% 14.6% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15