Aylburton Church of England Primary School

Aylburton Church of England Primary School

Address: Church Road, Aylburton, Lydney, Gloucestershire, GL15 6DB Unique reference number (URN): 148211

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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 Strong standard

Pupils build their knowledge securely across the curriculum as they move through the school. Staff strengthen pupils’ foundations in reading, writing and mathematics. This helps pupils to tackle new subject matter with confidence. Strong progress in reading supports the development of debating skills. For example, pupils engage in detailed and thoughtful discussion about humanism in religious education.

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Achievement Strong standard

Pupils are well prepared for the next steps in their learning. They produce high ‑ quality work. In writing, pupils in lower key stage 2 craft pieces that successfully use features such as imperative verbs. Pupils do well in national assessments, especially in phonics and mathematics. Those with special educational needs and/or disabilities achieve well from their starting points, both personally and academically.

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Curriculum and teaching Strong standard

Leaders ensure that the curriculum is ambitious. Pupils consistently benefit from this ambition. Leaders have a secure understanding of what pupils are taught and how well they learn it. Staff identify gaps in knowledge swiftly and adapt lessons so that learning matches what pupils need to learn next. Pupils, including those with special educational needs and/or disabilities, routinely benefit from well ‑ considered resources. School systems such as ‘scribe and slice’, along with targeted activities and interventions, support pupils to improve their work. These approaches help pupils to access the curriculum consistently and, where necessary, keep up with their peers.

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Curriculum and teaching Strong standard

Leaders make sure that staff continue to develop their expertise. This ensures they deliver the well ‑ sequenced curriculum with confidence. For example, when studying the Greeks, older pupils use what they already know about government and law. They debate whether life in Sparta or Athens would have been better during Roman rule. Staff make learning enjoyable, which results in pupils fully immersing themselves in lessons.

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Curriculum and teaching Strong standard

Reading is a clear priority across the school. Leaders have introduced a highly effective phonics programme and ensured that staff receive the training they need to teach reading well. A whole ‑ school focus on the basics of reading, writing and mathematics helps pupils develop these essential skills with increasing confidence. Pupils write successfully in a range of formats, for instance biographies of significant historical figures.

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Inclusion Strong standard

Leaders have created a highly inclusive culture. They identify pupils’ needs swiftly and with care. This includes those of pupils with special educational needs and/or disabilities (SEND), pupils who are disadvantaged and those known to children’s social care. Staff know pupils well and use detailed information to understand the barriers they may face in their learning and development.

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Expected standard

Leaders responsible for SEND provision are deeply knowledgeable. They ensure all staff access the specialist training they need to put the right adaptations in place in the classroom. Staff make timely and effective adjustments to learning so that pupils’ needs are met. Leaders work closely with families and external professionals, including the local authority. This helps shape provision that meets pupils’ wider needs. The school uses alternative provision effectively. This enhances pupils’ experiences and supports their wider development.

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Expected standard

Leaders have established a research ‑ informed strategy to support disadvantaged pupils. Leaders implement and monitor this with clear oversight, ensuring that provision is effective. This means barriers to disadvantaged pupils’ learning are removed.

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Early years Expected standard

School leaders have prioritised the early years. The curriculum is well designed and covers the areas it should. Staff deliver high-quality teaching and care. Children in the early years typically achieve well. Children are well prepared for the next stage of their education.

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Early years Expected standard

Children work well with their friends. They cooperate and learn to share the rich range of resources available to them. This supports them to show sustained levels of attention. Well- crafted activities equip them with the skills they need. For example, drawing with chalk helps them develop the fine motor skills to hold a pencil.

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Early years Expected standard

Children build the knowledge they need to learn to read from the time they start in the early years. Staff are well trained. They identify opportunities to use ambitious vocabulary so children hear language that supports their learning. Children learn songs and rhymes and begin to develop a love of reading. They benefit from a well-structured phonics programme. Staff carefully check that children apply their phonics knowledge when reading and writing. This helps children grow in confidence.

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Early years Expected standard

Transitions between activities run smoothly because children feel safe and happy in their environment. Staff build nurturing relationships with children and respond sensitively to their individual needs. Staff understand children’s different starting points and quickly address any misconceptions.

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Early years Expected standard

Leaders work effectively with parents and carers, and external agencies, to ensure children receive the right support to make progress in their learning.

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Leadership and governance Expected standard

The school is well led and managed. Leaders have a firm understanding of the school's context and high expectations. They foster a sense of community. They know pupils and families well and build positive relationships from the start. This enables pupils to thrive. Leaders have established a culture where pupils feel safe and benefit from positive daily routines. Leaders are strategic in their thinking. They identify the right priorities for school improvement. This has a positive impact on pupils. Leaders work with external agencies and other schools within their trust effectively. This provides additional capacity and support for improvement. Leaders also work closely with the diocese, providing opportunities beyond the classroom for pupils.

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Leadership and governance Expected standard

Governors and trustees know the context of the school well. They assure themselves that leaders’ understanding of the school is accurate. The trust and governors provide challenge and support through constructive discussions and activities. Governors fulfil their statutory duties with commitment. The collaboration between the trust and school leaders has accelerated the school's progress.

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Leadership and governance Expected standard

Professional development is meticulously planned for all staff by school and trust leaders. Staff appreciate the training they receive and they are proud to work at the school. They value the actions leaders take to reduce workload to promote wellbeing. Parents and carers are very positive about the school. Many parents state that their children are happy at school and would recommend it to others.

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Personal development and wellbeing Expected standard

The school’s Christian values underpin daily life. Pupils understand the values and have high aspirations for themselves and others. Pupils typically learn to understand fundamental British values, such as tolerance. Leaders and staff create a safe, caring and inclusive community in which pupils feel valued. Pupils follow a well-thought-out personal development programme from the early years onwards. Through this programme, pupils learn to be kind and respectful to others and understand that discrimination is wrong.

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Personal development and wellbeing Expected standard

The school provides positive support for pupils' wellbeing and mental health. Pupils learn how to stay safe. They enjoy debating and discussing ideas. Pupils generally benefit from clear encouragement to adopt healthy lifestyles and relationships. The school’s well- sequenced curriculum helps pupils to continually develop their cultural understanding. Leaders enrich this learning by organising external visitors. Visitors to the school, such as those from a local string quartet and an author, bring learning to life. Pupils talk enthusiastically about their experiences of World Book Day.

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Personal development and wellbeing Expected standard

Pupils' views are heard at Aylburton. Staff listen carefully to pupils and empower them to influence change. Members of the school council are working alongside leaders to organise a sale in a school-based art gallery. Pupils will select a local charity and then donate the proceeds from their art sale.

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Personal development and wellbeing Expected standard

The school provides a range of leadership roles, including lunchtime shed monitors and school council representatives. These roles help pupils develop a rich understanding of responsibility. Staff ensure that playtime activities remain purposeful and offer pupils regular opportunities to be active. Dedicated sports staff lead a range of sporting activities, which pupils enjoy, including multi-sports and football. Pupils also benefit from a wide range of lunchtime and after-school clubs, such as academic clubs and choir. Year 6 pupils attend a memorable residential visit to France. Leaders check pupils’ participation in these activities

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Needs attention

and intervene swiftly to ensure that all pupils take part. This includes those who are disadvantaged.

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Attendance and behaviour Needs attention

Attendance is lower than it should be. Some pupils are absent too often. This is particularly the case for some disadvantaged pupils and those with special educational needs and/or disabilities. Leaders have rightly prioritised improving attendance across the school. They closely monitor attendance and systematically track patterns to identify concerns quickly. Leaders actively promote good attendance, for example through newsletters and reward systems. Staff work proactively with families to develop personalised strategies that support pupils to return to school promptly. This renewed focus is beginning to improve attendance, including for disadvantaged pupils. However, leaders recognise that it is too early to see the full impact of this work.

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Attendance and behaviour Needs attention

Pupils consistently demonstrate positive attitudes to learning. They show high levels of respect. Pupils engage enthusiastically in lessons and demonstrate secure independence in their learning. They collaborate effectively with their peers and contribute confidently to class discussions. During social times, pupils play happily with peers from across the school. Bullying and discrimination are extremely rare. Pupils trust that adults will deal with any incidents swiftly and effectively.

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

Aylburton Church of England Primary School provides an environment where pupils feel happy, confident and secure. Pupils show a strong love for school life and say they feel fortunate to attend. Pupils look forward to coming to school so they can spend time with their friends, learning and playing together. Leaders ensure pupils benefit from a wide range of additional activities which broaden their experiences. For example, the sound of 30 pupils playing the violin or guitar is regularly heard filling the corridors. Pupils are listened to and their opinions are valued. They develop a strong sense of belonging.

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

The school’s values appear clearly around the building. Pupils demonstrate respect, courage and perseverance during learning activities. Pupils show trust when younger and older peers play together during breaktimes. Pupils debate current issues, such as climate change. Such discussions enhance their understanding of life in modern Britain. Warm, supportive relationships between pupils and staff help pupils feel safe. Staff remove barriers to learning. They provide effective support for disadvantaged pupils and those with special educational needs and/or disabilities (SEND).

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

Leaders are highly ambitious for pupils. Pupils who are disadvantaged or pupils with SEND benefit from the school’s work. Pupils receive tailored support when needed throughout the

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Team inspector:

Teresa Hill, Ofsted Inspector school day. This helps them achieve well in lessons and contribute positively to school life. Pupils know that staff work diligently to include everyone.

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Team inspector:

Pupils enjoy their learning. Staff and leaders set clear, high expectations. This helps pupils develop positive learning behaviour. They build their knowledge over time and are well prepared for the next stage of their education. They want to attend school. Leaders continue to work with determination to improve pupils' attendance.

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Next steps

Leaders should continue their work to improve pupils' attendance so that pupils attend well and rates of persistent absence reduce. Leaders should continue their work to ensure that the teaching of writing supports pupils to achieve the highest possible outcomes in writing.

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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 executive headteacher, the executive deputy headteacher, the chief executive officer (CEO) and deputy CEO of the trust, the special educational needs and disabilities coordinator and a group of staff. The lead inspector also met with the chair of the trust board, a group of local committee members and a diocesan representative.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The headteacher of this school is Emma Isaac. This school is part of the Severn Federation Multi Academy Trust which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Louisa Davies.

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About this inspection

The school makes use of one unregistered alternative provision.

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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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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. National average: 26.3%

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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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average

2022/23 (final) 67% 60% Close to average

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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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average

2022/23 (final) 78% 73% Close to average

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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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average

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 67% 71% Close to average

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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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average

2022/23 (final) 78% 73% Close to average

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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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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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national average

2022/23 (3 term) 17.2% 16.2% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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