Amport Church of England Primary School

Amport Church of England Primary School

Address: The Green, Amport, Andover, Hampshire, SP11 8BA Unique reference number (URN): 116348

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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

By the end of key stage 2, pupils consistently achieve above national average outcomes in reading, writing and mathematics. At both the expected and higher standard, many pupils achieve highly. Work in books reflects these high standards. In core subjects, pupils have developed the key foundational knowledge they need. They read and write confidently. Pupils' mathematics knowledge and skills are equally well embedded. In wider curriculum subjects, pupils respond to the school's ambitious curriculum skilfully. Pupils are well prepared for their next stage of education.

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Achievement Strong standard

Achievement across the curriculum is well-matched to highly ambitious end points. Pupils develop increasingly complex understanding of key vocabulary and subject ‑ specific content, such as when investigating water resistance in science or learning how growth affects lung capacity during work on circulation. Pupils develop sophisticated language choices. Pupils with special educational needs and/or disabilities, vulnerable and disadvantaged pupils achieve in line with their peers and make significant positive progress from their starting points.

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Attendance and behaviour Strong standard

Leaders understand matters related to attendance and behaviour deeply. They have established a culture of clear expectations throughout the school and routines that pupils understand. Leaders prioritise pupils’ attendance and punctuality and this is exemplified in the excellent levels of attendance across the school. Leaders take action to address persistent absenteeism. Leaders work with pupils and families to address barriers to attendance, which improves the attendance of individual pupils.

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Attendance and behaviour Strong standard

Pupils know the school’s ‘ready, respectful, safe’ motto and can explain what this means in practice and how they model this each day. Staff maintain and reinforce the same high expectations for behaviour throughout the school. Pupils’ behaviour is impeccable. They have positive attitudes to learning which are reflected in their approach to each lesson activity. Discrimination in all its forms, online and offline, is not a feature of school life, but any possible incidents are dealt with swiftly and effectively. Pupils cooperate extremely well on the playground and in class. Pupils are happy and feel safe. They know who to go to if they have a problem or concern. Pupils understand the school’s behaviour policy and say that behaviour is usually calm and that concerns about bullying are addressed.

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Curriculum and teaching Strong standard

Leaders understand the quality of curriculum and teaching across the school clearly. Staff, from the earliest stages of their teaching to more experienced, are deployed effectively and given the training and resources they need to deliver a high-quality curriculum across subjects and year groups. The curriculum is taught consistently well. Staff share ideas clearly and check pupils’ understanding thoroughly. Staff support vulnerable pupils, including pupils with special educational needs and/or disabilities (SEND), through adaptations to the curriculum and lesson activities. Teachers make highly effective choices about what to teach, when and how, with notable impact on pupils' learning.

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Curriculum and teaching Strong standard

Teachers consistently ensure that pupils develop their language and vocabulary. Staff demonstrate expert knowledge of the curriculum, such as the school's phonics programme when reading with pupils. Writing and mathematics teaching is equally ambitious and effective, helping to secure the foundations of learning for pupils. The curriculum is well constructed and sequenced effectively to enable high levels of success. Teachers present subject matter clearly and use questioning and assessment information highly effectively. Lessons are purposeful and engaging across the wider curriculum. Lessons revisit key knowledge effectively and give pupils the opportunity to recall previous learning. Lessons follow a clear sequence of learning and build pupils’ knowledge logically.

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Inclusion Strong standard

From the start of the school day, leaders and staff prioritise support for more vulnerable pupils, including those with special educational needs and/or disabilities (SEND). Leaders identify pupils’ needs quickly, and this includes emerging or changing needs. Leaders monitor how well pupils are achieving throughout the curriculum, and in their wellbeing. Staff address barriers to learning and wider success, such as early reading difficulties with phonics.

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Inclusion Strong standard

Teachers and leaders have high expectations of all pupils, including those that may face barriers to their learning. In lessons, teachers support pupils with SEND and those eligible for government funding to access the same curriculum content as their peers. Pupils with SEND receive precise adaptations that are designed to meet their needs. Where necessary, the school uses expertise from outside the school, including alternative provision, to support pupils. The school works closely with external specialists such as speech and language therapists to craft support which is carefully matched to pupils’ needs. Pupils from service families make up a significant proportion of the school, and leaders plan support with their circumstances in mind. Leaders model a focused approach to using school funding effectively to help pupils catch up and keep up with their peers.

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Leadership and governance Strong standard

Leaders are clear about their school improvement aims and actions. They know their school and children well and take deliberate action to identify and address the most significant barriers to pupils’ learning. Leaders have accurately evaluated the school's strengths and priorities for improvement. They act promptly, with pupils’ best interests at the centre of their decision making. Leaders have a clear and strategic approach to their use of professional learning for all staff. Leaders develop leadership at all levels and use expertise both within and beyond the school to support curriculum and teaching. Staff appreciate how they are supported with their professional development, workload and wellbeing. They say that time is given to support them and describe a collaborative working environment.

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Leadership and governance Strong standard

Governors know the strengths of the school. They gather and triangulate evidence through learning walks and through a diligent approach to fulfilling their statutory duties. There is a focus on supporting pupils’ achievement, including the most vulnerable pupils. Leaders, including governors, engage with parents, carers and the wider community. Parents and

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Expected standard

carers are supportive of the school and appreciate the determined work across the staff team. One parent summarised the thoughts of many, sharing, ‘We are so lucky to have a school like Amport in our community. It is nurturing as well as being ambitious, my child loves attending.’

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Early years Expected standard

Leaders prioritise the early years. They have developed the knowledge and expertise they need to understand and improve the quality of early years education. The curriculum for reading and writing is well sequenced to ensure that children's knowledge is developing securely. Teaching is effective. Staff use aides and supporting resources well to include all. Staff consider children's starting points thoroughly. Positive relationships and collaboration are viewed as an essential part of partnership with parents and carers to support children well. These are initiated through thoughtful visits and open events that begin before the children start school.

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Early years Expected standard

The curriculum sequence and key knowledge are drawn from statutory guidance and developed based on the children's interests. Key vocabulary that children need to learn is included within the curriculum and linked to the topics set out for them. By the end of Reception Year, children, including more vulnerable children, achieve well. Children's phonics knowledge is secure and writing and early mathematics skills are well established. However, at times, the sequence of knowledge that is set out for children across the full early years curriculum is not as clear as it could be. Some learning opportunities, both in the classroom and outside area, could be strengthened further.

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Personal development and wellbeing Expected standard

Pupils know and model the school’s values of compassion, courage and respect. Pupils model respect towards each other and staff. When asked about the school’s values, some pupils explained what respect looks like, for example by taking turns and listening to one another.

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Personal development and wellbeing Expected standard

Leaders have developed an appropriate programme of personal development that helps pupils to thrive from the beginning of Reception Year. Staff adapt the programme so that pupils can access the intended learning. Pupils attend purposeful educational visits, and school clubs are tailored to include specific vulnerable pupils. Pupils enjoy extra ‑ curricular activities such as dance, board games and a colouring club.

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Personal development and wellbeing Expected standard

Pastoral support is well matched to pupils’ needs. Staff know pupils well and adapt vocabulary and task design to help pupils access learning alongside the curriculum. If pupils need extra help, they are confident that they know who to turn to. Pupils learn about different beliefs and respect for others well. The relationships, social and health education curriculum is appropriate. However, some pupils do not yet have the same depth of knowledge and understanding as they do in other curriculum subjects. Pupils access a range of opportunities to broaden their experiences, including outdoor learning provision and a residential trip which helps pupils to build confidence, independence and resilience. British values and life in modern Britain are ingrained in the school's culture and values. Pupils vote for their head pupils, children vote for books to read as a class in Reception Year, and respect is a fundamental part of teaching each school day.

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Personal development and wellbeing Expected standard

Where alternative provision is used, it enables pupils to continue accessing the school’s personal development programme.

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

Pupils enjoy school. They attend school regularly and punctually. Behaviour around the school is calm and orderly. Pupils are encouraged to share their ideas, and adults listen and respond to what they say. Staff and pupils establish clear routines and expectations together so that everyone knows what to do. Pupils build positive relationships with staff and their peers. Pupils understand what bullying is and know who to speak to if they have concerns. Many pupils say they feel safe at school. They enjoy lessons and a range of experiences, including music, arts and sports clubs.

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

Pupils know the school’s values, and older pupils model these to younger ones. Pupils describe feeling included and valued within the school community. The school’s Church of England ethos is reflected in the way pupils work together and show consideration for one another. A significant proportion of pupils are from service family backgrounds. These pupils, along with others who join the school at different points, are helped to settle into school life and develop a sense of belonging.

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

Staff adapt their teaching well for pupils with special educational needs and/or disabilities (SEND), identifying needs quickly and directing support where it makes the most difference. As a result, pupils with SEND and other vulnerable groups, including disadvantaged pupils and those known to social care, make clear progress from their starting points. By the end of key stage 2, outcomes in reading, writing and mathematics are consistently high. Pupils build secure knowledge across the curriculum and express themselves with confidence. Their work is of a consistently high standard, and they are well prepared for the next stage of their education.

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Next steps

In the early years, leaders should further strengthen the sequences of key knowledge that children will learn and ensure that learning opportunities are maximised throughout the day, both inside the classroom and when learning outdoors. Leaders should ensure that pupils develop detailed knowledge and skills across the RSHE curriculum, embedding the school’s recently revised approach so that it aligns with the high standards set in other subjects in the school.

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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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97

Well below average Leaders should ensure that high standards of curriculum and teaching are further developed and then sustained across all subjects and phases making a transformational impact on the achievement of all pupils.

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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 and other school leaders. Inspectors spoke with the chairs of governors and other members of the governing body. Inspectors also spoke to a representative of the local authority and the diocese.

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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 uses one registered alternative provision.

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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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average

2024/25 (final) 73% 72% 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

2024/25 (final) 73% 74% 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

‘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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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

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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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