Avening Primary School

Avening Primary School

Address: High Street, Avening, Avening Primary School, Tetbury, Gloucestershire, GL8 8NF Unique reference number (URN): 149619

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

Personal development and wellbeing Strong standard

Leaders have developed the school's personal development and wellbeing programme in close partnership with parents and carers. It enables pupils to flourish in a variety of ways, beyond their learning in the classroom. Leaders ensure that pastoral support for pupils is comprehensive. There is particular emphasis on supporting pupils' positive mental health. Pupils show maturity in their understanding of the school's approach to ‘keeping your brain healthy’. Pupils learn about healthy relationships, including friendships and consent, in an age-appropriate way. A recent talk by the local police has contributed to pupils developing a deep understanding of how to stay safe in and out of school, including when online.

p.2

Personal development and wellbeing Strong standard

The school helps pupils to prepare for life in modern Britain appropriately. Older pupils speak confidently about the importance of fundamental British values. They connect their learning about parliament, the law and democracy to their own experiences, such as taking part in real elections for several school leadership roles. Leaders organise regular visits from people with interesting careers. These include a visiting opera company and a concert pianist who inspired pupils to develop an appreciation of the arts and culture. Visits from authors and real-life experiences enhance the curriculum and help pupils celebrate special days like World Book Day.

p.2

Personal development and wellbeing Strong standard

Pupils demonstrate the school's values of respect, engage, aspire, collaborate and hope throughout the day. They strive to uphold these values when they represent their school at various events. Pupils benefit from participating in local sports events. Pupils appreciate that these experiences help them to collaborate with others and instil respect while building hope to do their best.

p.2

Personal development and wellbeing Strong standard

Leaders ensure that all pupils benefit equally from a wide enrichment offer. Pupils of all ages relish performing in the school talent show where they can showcase their musical talents.

p.2

Achievement Expected standard

Leaders prioritise pupils acquiring essential knowledge and skills in reading, writing and mathematics. Pupils generally make positive progress through the curriculum and achieve well. Teachers identify those pupils at risk of falling behind and typically provide effective support to help them to keep up. Pupils achieve in line with national expectations in the Year 1 phonics screening check and national tests at the end of Year 6. Pupils are proud of their high achievement in the multiplication tables check. Most pupils are ready for the next stage of their education.

p.2

Achievement Expected standard

Pupils demonstrate secure foundations of knowledge across the curriculum. They enjoy talking about what they have learned in a range of subjects and over time. Leaders have introduced strategies to strengthen pupils’ accuracy in spelling, punctuation and handwriting. Although in the early stages, this work is having a positive impact on pupils' writing.

p.2

Attendance and behaviour Expected standard

Pupils’ attendance is typically above the national averages. Leaders constantly promote the importance of coming to school regularly. They help pupils with special educational needs and/or disabilities overcome any barriers to coming to school. Strategies such as access to the school's breakfast club and soft start rooms have proved successful in improving the attendance of individual pupils. Staff ensure that pupils who are anxious about the day ahead are suitably supported from the minute they arrive through the school's ‘meet and greet’ procedure. Leaders provide effective support for a small minority of pupils who find it more difficult to attend school regularly.

p.3

Attendance and behaviour Expected standard

Leaders have high expectations of pupils' behaviour and encourage them to make positive choices. Pupils recognise what teachers expect of them, and they typically fulfil these high expectations. Teachers follow established strategies to manage pupils' behaviour in lessons consistently. Most classrooms are purposeful learning environments where pupils enjoy learning. Staff generally address any low-level disruption in lessons effectively. Leaders track incidents of behaviour closely and analyse patterns of poor behaviour carefully. They provide tailored support for pupils when needed.

p.3

Curriculum and teaching Expected standard

Leaders have devised a sequential curriculum that helps pupils build their knowledge in different subjects over time. Staff know what pupils need to learn by the end of the school year and they know what skills pupils have when they start each school year. For example, children learn about the Vikings and their boats in the early years and then build on this knowledge in key stage 2 when they compare Viking and Anglo-Saxon settlements. Pupils speak confidently about their learning, including in science when older pupils describe the difference between red and white blood cells and their importance.

p.3

Curriculum and teaching Expected standard

Leaders are addressing gaps in pupils' basic skills, such as in handwriting, punctuation and spelling, by focusing on these skills regularly. Pupils generally write their letters accurately and present their work neatly. Pupils show fluency and confidence in their mathematical work. The teaching of phonics is consistent and effective, ensuring that pupils make a positive start to early reading and develop a love of reading from the early years.

p.3

Curriculum and teaching Expected standard

Teachers generally adapt the curriculum effectively to meet the needs of pupils. However, at times, teachers do not use their checks on pupils' learning to accurately identify what pupils should learn next. This leads to variable learning experiences for some pupils and they do not learn as well as they could in some lessons.

p.3

Early years Expected standard

Leaders have designed the early years curriculum to provide children with the essential knowledge they need for future learning. They carefully consider children's individual needs from the start. Staff precisely adapt the curriculum to reduce barriers for children and ensure that learning and provision are matched to what children need to know. Staff form nurturing relationships with children. They make the most of their interactions with children to support their learning and personal development. Teachers prioritise the development of children's language and communication skills. They provide visual prompts around the provision to help children learn new words every day. Children settle into school quickly and are well supported. Typically, children, including those who have special educational needs and/or disabilities, make secure progress from their starting points and are well prepared for learning in Year 1.

p.3

Early years Expected standard

Children typically develop early reading, writing and number skills effectively. They begin to learn to read from the very beginning of the early years. Staff help children to learn phonics well and enjoy reading. Children enjoy the activities provided. However, there are fewer opportunities for children to choose their own play, access resources independently and build on what they already know. This means that children do not always have the chance to develop their independence and extend their learning as fully as they could.

p.4

Inclusion Expected standard

Leaders are deeply committed to ensuring that the school is inclusive. The school has responded effectively to a recent increase in the number of pupils with special educational needs and/or disabilities (SEND). Leaders and staff identify barriers to pupils' learning effectively. Leaders regularly review the impact of teachers' actions and the support that pupils receive to reduce barriers to their learning and wellbeing. They typically make changes promptly when needed. As a result, pupils generally make positive progress from their starting points. However, on occasion, some pupils do not receive the precise support they need to ensure that barriers to learning are consistently reduced or effectively addressed.

p.4

Inclusion Expected standard

Staff access carefully thought out training to help them support pupils with SEND appropriately. For example, some staff have recently attended training to better support pupils with communication and language needs. These pupils now benefit from using symbols and picture cues to help them communicate effectively. Staff use various resources to help pupils develop their independence and access the curriculum in ways that typically meet their needs.

p.4

Inclusion Expected standard

Leaders use additional funding effectively to support disadvantaged pupils to learn well and to access the school's wider enrichment opportunities. Leaders establish positive relationships with families to understand the right support to help individual pupils thrive in school. Leaders use alternative provision effectively and ensure it is tailored to pupils' requirements. They visit the provision often to ensure pupils are safe and learning well.

p.4

Leadership and governance Expected standard

Leaders are well informed about the school's journey since the last inspection. They know the school’s areas for development and liaise with the trust, which supports them in this work. For example, recent work to improve the structure of lessons for reading has supported more pupils to read with increasing comprehension and fluency. Leaders and governors understand the context of this small school well. They make effective use of available resources and carefully balance financial and building constraints with the needs of pupils. Their decisions are guided by a strong commitment to ensuring that all pupils receive the best possible support and opportunities.

p.4

Leadership and governance Expected standard

Trust leaders have helped the local governing body to develop their skills. Working closely with another trust school, the 2 governing bodies now share responsibilities and effective practice. This has supported the workload of the senior leadership team. Governors maintain careful oversight of the school's safeguarding procedures and fulfil their statutory duties in a timely manner. Governors have suitable expertise to challenge and support leaders in the right way.

p.5

Leadership and governance Expected standard

Staff are unanimous in their praise for school leaders. Leaders are considerate of staff wellbeing and workload. Staff are proud to work at the school. They appreciate that the school's comprehensive professional learning programme supports them to develop their skills and to do their jobs well. They value the opportunities they have to advance their careers and work closely with staff in other trust schools.

p.5

Leadership and governance Expected standard

Parents and carers are overwhelmingly positive about the school. They recognise that staff really get to know their children well, meaning that pupils are kept safe and well cared for. One parent expressed the view shared by many that Avening is ‘a brilliant school with the children at its absolute core’.

p.5

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

Pupils are proud to be part of the school community. They arrive at school with beaming smiles and typically settle quickly into their learning activities. Staff know pupils well. Pupils benefit from staff who know when they need additional support. They appreciate that staff do all they can to interact with them and remove barriers to learning. For example, some pupils are helped to recognise and understand their emotions through social stories.

p.5

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

Pupils have warm relationships with staff. They say that if they have a worry, there are trusted staff who will support them. This helps pupils to feel safe and happy in school. Pupils are keen to come to school and attend well. Bullying is extremely rare. Pupils are confident that if this did occur, staff would swiftly address their concerns.

p.5

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

Pupils on the whole achieve well. They enjoy learning number facts, which is reflected in outcomes above the national average in the multiplication tables check. Pupils with special educational needs and/or disabilities and those who are disadvantaged make steady progress from their starting points. The school works purposefully with external specialists to help pupils achieve their best academically and personally. Pupils greatly appreciate the resources in the class 'calm boxes', which help them to manage their behaviour independently. As a result, pupils’ attitudes to learning are typically positive.

p.5

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

Pupils are polite and considerate. They cherish the friendships they form. Pupils value the wide range of activities available to them at breaktimes and lunchtimes. Older pupils take pride in their leadership roles such as ‘wellbeing leaders' who set up calm spaces during lunchtime for other pupils to colour and draw. They also organise more active activities. Pupils love the variety of experiences and trips that inspire their interest and nurture their

p.5

Team inspector:

Debbie Taylor, Ofsted Inspector enthusiasm for learning. For example, a recent whole-school trip to a local science festival ignited pupils' curiosity for the various insects that they saw and the experiments that took place.

p.6

Next steps

Leaders should ensure that teachers consistently check pupils' understanding during lessons and use this information to design and adapt learning activities that are accurately matched to pupils' needs. Leaders should further develop opportunities for children in the early years to choose their own play, access resources independently and build on their existing knowledge so that they develop greater independence and deepen their learning.

p.6

About this inspection

This school is part of the Athelstan 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 (CEO), Matthew Evans, and overseen by a board of directors, chaired by Keval Shah.

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 executive headteacher and other senior leaders during the inspection. Inspectors also met with trust directors, members of the local governing body and the CEO of the trust.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school uses one unregistered alternative provision.

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 16 June 2026

p.7

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 6 years. National average: 26.3%

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 needs support 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.9

average

2024/25 (final) 56% 62% Close to average

p.9

average

2023/24 (final) 63% 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

2024/25 (final) 78% 75% Close to average

p.9

average

2023/24 (final) 75% 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

2024/25 (final) 67% 72% Close to average

p.9

average

2023/24 (final) 75% 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 (final) 72% 74% Close to average

p.10

average

2023/24 (final) 75% 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

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2022/23 59% ‘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.

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.12

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.13

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

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.

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.14

Persistent absence

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

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.15

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.15

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 .

p.15

Urgent improvement

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.15

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