Bishop Loveday Church of England Primary School

School

Address: White Post Road, Bodicote, Banbury, Oxfordshire, OX15 4BN Unique reference number (URN): 144525

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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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Early years Strong standard

Children make an excellent start to their educational journey. Leaders have high aspirations for children in the early years and are clear about the knowledge and skills they want them to secure. Staff know the children well and ensure that they are settled and feel safe. Through the positive interactions and relationships seen throughout the day, children learn to be confident and independent learners.

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Early years Strong standard

Well trained staff identify any barriers to learning quickly and work with parents and carers to offer timely support so that children can keep up with their peers. Staff establish well- structured routines and model language precisely to children across the provision. The curriculum is well planned and sequenced to ensure that children learn the right things at the right time. Children love learning. Well planned activities, such as exploring frogspawn and the life cycle of frogs ensure children are curious about learning new ideas. Children maintain a high level of focus and attention to the activities they choose. They enjoy reading and counting and demonstrate these skills with increasing confidence. Children in reception learn to read effectively.

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Early years Strong standard

Partnerships with parents remain a particular strength. Children in Reception are well prepared for Year 1.

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Inclusion Strong standard

Leaders create a highly inclusive school where staff identify pupils' needs quickly and respond effectively. From the moment children join Reception, staff know them well and adapt support to meet their individual needs. Leaders use clear systems to check progress and review support regularly. This approach helps staff remove barriers to learning early. Support plans are precise and linked closely to education, health and care plans, ensuring pupils receive the right help at the right time.

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Inclusion Strong standard

The school supports disadvantaged pupils well, including using the pupil premium funding to improve engagement and outcomes. These pupils access the same high-quality curriculum and opportunities as their peers. Staff use practical strategies, clear language support and targeted interventions to help pupils keep up with learning. Leaders monitor progress carefully and adjust support when needed. This ensures disadvantaged pupils feel confident and ready to succeed. Leaders also work closely with secondary schools to ensure pupils are well prepared for the next stage of education.

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Inclusion Strong standard

Staff support pupils with special educational needs and/or disabilities effectively. Well trained staff follow clear routines that help pupils feel safe and secure. Leaders provide regular training, so all staff understand how to support additional needs. Carefully chosen resources promote independence. The school also supports emotional well-being through counselling and well-being approaches. Families value the nurturing ethos and effective communication.

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Achievement Expected standard

Most pupils make secure progress through the curriculum. This includes pupils from disadvantaged backgrounds, or those with special educational needs and/or disabilities. Staff ensure that children in the early years make better progress than national averages as a result of their precise teaching. Children secure the early foundations of reading, mathematics and writing and this ensures that they are well prepared for Year 1.

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Achievement Expected standard

Published outcomes for pupils do not always reflect the secure progress pupils make. Pupils achieve well in reading and in most aspects of writing. The school is aware that they have more work to do to support pupils to improve their handwriting, letter formation and presentation in books, however.

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Attendance and behaviour Expected standard

Current attendance is broadly in line with the national average. Leaders work to improve attendance, particularly for pupils with high levels of persistent absence is having impact. Leaders’ high expectations and approaches have seen attendance improve. This includes well designed activities and choices for pupils who struggle to come in first thing. Well trained staff work swiftly to support families and pupils when needed.

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Attendance and behaviour Expected standard

Pupils behave well. They focus intently in lessons. Staff and pupils build warm and respectful relationships across the school. Well-considered pastoral support ensures that pupils' emotional wellbeing is a priority. When required, additional support is available to pupils who may need it. Bullying is rare and when it does occur staff deal swiftly and effectively with it. Pupils understand difference and that everyone is unique. As a result, all pupils are welcome to this school and thrive. Leaders are focused on providing more opportunity at social times for pupils to play and have fun in a structured way. As a result, there are a range of games and activities that pupils can take part in, through which they learn skills such as sharing and collaboration

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Curriculum and teaching Expected standard

Staff across the trust have worked together to design a broad and interesting curriculum. It is implemented well across the school. The curriculum maps out the precise knowledge and skills pupils will learn. Teachers generally have the training and subject specific knowledge to teach it well. Staff adapt teaching when pupils need extra help. As a result, most pupils including those with special educational needs and/or disabilities and those who are disadvantaged, typically learn the intended curriculum successfully.

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Curriculum and teaching Expected standard

Sometimes, the ways in which teachers check pupils’ understanding needs strengthening. As a result, staff do not always identify gaps in knowledge and deepen pupils’ learning over time as well as they could. In some subjects such as art, pupils retain a high level of knowledge about the skills and techniques they are taught. In other subjects however, this is not as well developed and recall is weaker. The important foundations of reading, writing and mathematics are generally taught well. Leaders ensure that there is a precise focus on building vocabulary and oracy development within lessons. Early reading is taught effectively so most pupils read with age-appropriate fluency. Pupils love the stories they are read and how they link to other subjects they learn about.

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Leadership and governance Expected standard

Leaders are ambitious for all pupils to have a broad and rich experience both in the classroom and beyond. They have a clear vision for the school and its pupils. This vision underpins everything leaders do and is at the heart of all decisions made. Leaders understand the school’s strengths and areas of development, taking action quickly if any aspect of the school’s work falls below expectations. At all levels of leadership there is a determination that all pupils will succeed, particularly disadvantaged pupils.

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Leadership and governance Expected standard

Staff benefit from well considered training opportunities. Staff share expertise across the trust and within the local area networks. This allows them to be skilled at supporting all pupils, especially those with special educational needs and/or disabilities. Recent work has seen staff work together and collaborate on a whole trust curriculum. Staff report high levels of support for their well-being from leaders. A school wide counselling service benefits pupils, families and staff.

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Leadership and governance Expected standard

The trust and local governors carry out their duties with diligence. They understand their delegated duties well. Parents are full of praise for the work of the school. They speak highly about the work the school undertakes to support the children in their care.

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Personal development and wellbeing Expected standard

The school values of ‘Be kind, be honest and have courage to live life in all its fulness’ is central to school life. Pupils live out these qualities in the way they behave and interact with each other. They are responsible citizens who understand the importance of respect and appreciating difference. Opportunities to be a 'courageous advocate' ensure that pupils know the importance of helping others in the school, the local community or on a wider global scale. Pupils vote for these prestigious roles, strengthening their understanding about democracy.

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Personal development and wellbeing Expected standard

The personal development programme is well structured and helps pupils build knowledge in topics such as keeping healthy and relationships. The social, moral spiritual and cultural curriculum is enriched through a range of well-planned trips and visits. Pupils typically demonstrate an understanding of the main themes that are taught to them. The school is aware that some pupils have gaps in key knowledge, for example, in topics such as protected characteristics and British values. Pupils understand the importance of keeping safe, they are able to talk confidently about online safety. Leaders ensure that external visitors or planned experiences give pupils an understanding of the risks that they may face around them.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide extracurricular offer. For example, they can take part in a variety of sports or arts clubs. A highlight for many pupils was learning to sing opera because this helped them to appreciate how challenging and rewarding singing can be. Pupils look forward to the residential trips. Overall, pupils, including disadvantaged pupils and those with special educational needs and /or disabilities, take part in a wide range of enrichment activities in music, art and sport. Leaders check participation carefully and remove any barriers to attending clubs. These experiences help pupils build character, develop resilience and prepare positively for life beyond school. Well trained pastoral support delivers effective nurture and wellbeing provision.

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

Staff greet pupils with a smile as they come into school happily, excited for the day ahead. Pupils, staff and leaders aspire to live out the school values of, ‘be kind and be honest and have courage to live life in all its fulness’. Staff care deeply for the pupils in their school. Warm and positive relationships exist throughout. Parents appreciate the work that the school does to ensure that their children feel settled and well looked after. They appreciate the opportunities and experiences that their children take part in.

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

Pupils, including those who are disadvantaged or have special educational needs and/or disabilities, work hard to meet the high expectations that staff have for their behaviour and achievement. Pupils typically achieve well. However, there are some inconsistencies in how teachers check the precise knowledge pupils are remembering and how this knowledge is deepened. Leaders are addressing these areas.

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

Breaktimes are harmonious and action packed. Pupils play well together and support each other in dancing, digging, climbing and exploring. Older pupils are role models to the younger children and support them in positive interactions at social times. The enormous sandpit and amphitheatre are very popular. Incidents of bullying or discrimination are rare. Pupils are confident that staff will help them quickly deal with any concerns they may have. As a result, they feel safe and well cared for. Pupils’ enjoyment of their school experiences is reflected in improving attendance.

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

Pupils benefit from a wide range of trips and visits that enhance learning. They develop their leadership skills by taking on roles and responsibilities such as becoming a courageous advocate and organising special events across the school, including raising money for local charities. Pupils leave school well prepared for the next stage of their education.

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Next steps

Leaders should strengthen their approaches to how teachers check pupils' knowledge and understanding across the curriculum. Leaders should ensure that their high ambition for the curriculum is consistently taught well enabling pupils to deepen their learning overtime.

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Lead inspector:

Simon Woodbridge, His Majesty's Inspector

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Team inspectors:

Alison Robb-Webb, Ofsted Inspector Phil Sherwood, Ofsted Inspector Ian Elkington, 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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About this inspection

This school is part of The Warriner Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Dr Annabel Kay and overseen by a board of trustees, chaired by Duncan Raper.

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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 head of school, executive headteacher, and other school leaders and staff. Inspectors also spoke with the CEO, chair of the board of trustees and local academy committee. Inspectors spoke to pupils throughout the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school runs its own breakfast and after school club. The school currently does not use any alternative provisions.

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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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average

2023/24 (final) 58% 61% 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) 72% 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

2024/25 (revised) 74% 72% Close to average

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average

2023/24 (final) 76% 72% Close to average

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average

2022/23 (final) 72% 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

2023/24 (final) 67% 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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average

2024/25 (revised) 40% 47% Close to average

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average

2022/23 (final) 38% 44% Close to average

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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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average

2024/25 (revised) 67% 63% Close to average

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average

2023/24 (final) 57% 62% 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

2024/25 (revised) 67% 59% Close to average

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average

2022/23 (final) 46% 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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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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national average

2024/25 (2 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 6.4% 5.9% Close to average

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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

2024/25 (2 term) 14.1% 13.3% Close to average

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national average

2023/24 (3 term) 12.7% 14.6% Close to average

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national average

2022/23 (3 term) 18.6% 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. 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

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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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