Long Itchington CofE Academy

Long Itchington CofE Academy

Address: Stockton Road, Long Itchington, Southam, Warwickshire, CV47 9QP Unique reference number (URN): 146149

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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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Attendance and behaviour Expected standard

Attendance has improved year on year and is now a strength of the school. Clear systems are in place to monitor pupils' absence. Overall, attendance is now above national figures, with disadvantaged pupils and those with special educational needs and/or disabilities also attending well. Persistent absence has reduced sharply. The small number of pupils who still struggle are known well and supported through tailored, compassionate approaches. Effective systems, such as first day calling, home visits and regular check-ins, help families stay engaged. Attendance is now part of the school’s positive culture. Improvements are supported by incentives and constructive family relationships. Pupils are in school and ready to learn.

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Attendance and behaviour Expected standard

Leaders have established a coherent behaviour policy which staff and pupils adhere to. This has led to a reduction in suspensions issued and fewer behaviour incidents. The school deals with rare incidents of bullying and discriminatory behaviour effectively. Pupils conduct themselves well and follow instructions. Generally, they show positive attitudes to learning. However, these can wane when teaching is less effective.

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Attendance and behaviour Expected standard

Staff supervise pupils carefully. Tailored support is provided for those who need it. Older pupils contribute to this support by engaging at lunchtime with younger children who sometimes struggle to regulate their behaviour.

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Early years Expected standard

Children benefit from a calm, nurturing and well ‑ organised environment where they quickly feel settled and eager to learn. Staff use indoor and outdoor spaces effectively. These are tidy, purposeful and equipped with high ‑ quality resources that promote curiosity and independence. Warm, caring relationships underpin the provision. Staff respond sensitively to children’s needs and ensure they receive the right support to thrive.

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Early years Expected standard

Language development is a clear strength. Staff model rich vocabulary, promote high ‑ quality language and help children express their ideas confidently. Early reading and writing develop well because phonics is taught effectively and linked to engaging texts such as 'The Very Hungry Caterpillar'. Texts broaden children’s wider knowledge. Most children form letters and write simple sentences accurately using their phonics knowledge. Well ‑ designed areas and activities support learning across the curriculum, and children achieve well. They leave Reception class well prepared for Year 1.

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Early years Expected standard

Behaviour is calm and positive. Children show independence, curiosity and sustained engagement in their play. The early years leader provides effective leadership with a clear vision centred on joy, vocabulary and secure progression. Transitions into Reception and Year 1 are carefully planned. Support for children with additional needs is effective. Overall, children are happy, safe and exceptionally well cared for.

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Inclusion Expected standard

Leaders have a secure understanding of the needs of pupils with barriers to learning. They identify, assess and meet the needs of these pupils accurately and effectively. Appropriate adaptations help pupils access their learning well. Examples include speech and language support, visual timetables, physical adjustments and additional individual or group support. Leaders closely monitor the impact of support that pupils receive.

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Inclusion Expected standard

Provision for pupils with special educational needs and/or disabilities (SEND) is strengthened by well-planned staff training at both school and trust level. Leaders work closely with teachers to create individual plans for pupils with SEND, and set small-step targets to aid pupils' progress. These are reviewed regularly. Additional specialist support is accessed to support those with the most complex needs. In a small number of cases, leaders arrange for pupils to attend alternative provision. This contributes positively to pupils' education.

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Inclusion Expected standard

Pastoral and mentoring support is effective for pupils known to social care and those with emotional or mental health needs. It improves pupils' resilience and confidence.

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Inclusion Expected standard

Leaders make effective use of pupil premium funding received. Leaders' strategy is closely aligned to the school's key priorities. This includes ensuring disadvantaged pupils have the same access to the wider opportunities offered as their peers.

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Leadership and governance Expected standard

Leaders, including those from the trust and academy governance committee (AGC), have an accurate understanding of the school's strengths and where further development is needed. They take a strategic approach to improvement. They identify the right priorities and monitor these closely. Their collective action and incisive decision-making demonstrate positive impact since the last inspection.

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Leadership and governance Expected standard

'Evaluation days' help inform the trust's overview of progress and ensure a high level of accountability. Findings enable trustees to provide the right level of support to strengthen leadership. AGC members fulfil their statutory duties well, for example ensuring safeguarding practice is robust. They ask informed, challenging questions in meetings and carefully monitor areas for improvement. They invite staff to present on specific areas and visit school to enhance their knowledge.

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Leadership and governance Expected standard

Professional development for staff is tailored to the school's goals. Visits to other schools, mentors and network hubs further develop staff knowledge and practice.

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Leadership and governance Expected standard

Staff are proud to work at the school. They feel supported by senior leaders and value the training they receive. Workload and well-being are fully considered and proportionate.

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Leadership and governance Expected standard

Leaders work in collaboration with other schools and professional agencies effectively. Engagement with parents and carers and the wider community is positive.

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Personal development and wellbeing Expected standard

The school provides a well-structured personal development curriculum that teaches pupils how to stay safe, build healthy relationships and maintain their well being. Programmes such as ‘SCARF’ and ‘my happy mind’ help pupils understand emotions and manage 'big feelings'. Pupils who are anxious, or struggle to regulate their behaviour, speak confidently about strategies which help them stay calm.

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Personal development and wellbeing Expected standard

Pupils feel safe at school and say staff respond quickly to their concerns. Safety education is woven into lessons, assemblies and events. Content includes coverage of how to stay safe and healthy, online and offline. Pupils learn about local dangers, including road and water safety. Information is supplemented by visits from community officers, the fire service and health professionals. Pupils understand potential risks and how to avoid them.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is well organised. Content builds cumulatively over time and includes relationships and health education at an age- appropriate level. Pupils know how to maintain their physical and mental health. They develop good social skills and work and play together cooperatively. The most vulnerable pupils benefit from extra nurture support, or time in 'The Nest' to give them space and quiet time.

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Personal development and wellbeing Expected standard

Pupils have a well-developed understanding of fundamental British values. They can explain democracy and the rule of law with confidence. They understand the importance of tolerance and respect and treating others equally. They are clear that discrimination and racism are unacceptable. Pupils deepen their knowledge of Christianity and different faiths in religious education lessons and collective worship. Visits to the local church and other places of worship, together with visiting speakers, help consolidate their learning. Pupils have a deep sense of right and wrong and justice. They understand the importance of treating others equally. All of these aspects prepare them well for life in modern Britain.

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Achievement Needs attention

Pupils' attainment, as reflected in the most recent national assessments at the end of key stage 2, is below national average in reading, writing and mathematics. Some disadvantaged pupils, in particular, do not attain well or make the progress they should. This limits their preparation for future stages of their education.

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Achievement Needs attention

Pupils' knowledge in different subjects is variable. Sometimes some pupils struggle to recall what they have learned. This demonstrates that key knowledge is missing or is not embedded.

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Achievement Needs attention

Recently strengthened approaches to securing the basic skills in reading, writing and mathematics are showing impact and improving current pupils' readiness for future learning. Younger pupils make a positive start in reading. This is reflected in the school's Year 1 phonics screening check results, which are close to the national average. Most pupils with special educational needs and/or disabilities receive effective support in class. This helps them access the curriculum and make progress from their starting points.

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Curriculum and teaching Needs attention

Leaders have revised the curriculum since the school's previous inspection. This now sets out clearly what pupils need to learn and when. However, delivery of the curriculum across the school is variable. The quality of teaching does not consistently support pupils, especially disadvantaged pupils, to achieve as well as they should in English and mathematics and other subjects.

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Curriculum and teaching Needs attention

In some classes, expectations are too low and tasks do not challenge pupils well enough. Staff do not routinely check pupils' understanding, or identify and address misconceptions and errors as they occur. This leads to gaps in pupils' learning. These inconsistencies mean that not all pupils develop the essential skills they need to be successful learners or make sustained progress. Leaders recognise this and are taking steps to improve consistency.

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Curriculum and teaching Needs attention

Phonics is taught well and is now a strength of the school. Most pupils can break down and blend unfamiliar words successfully. They read with increasing confidence and fluency, including the lowest-attaining readers. This is because those who struggle receive the right help to keep up with their peers. Pupils enjoy practical subjects, particularly art and design technology.

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

Pupils in this school are happy, safe and well cared for. They attend school regularly and are encouraged to be kind and respectful to others. Children get off to a positive start in the early years. They become independent and curious learners. They work well together and cooperate happily to learn new things.

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

Much has improved for pupils at this school since its last inspection in March 2024. Early years provision, the curriculum, phonics and behaviour have all been strengthened. However, some pupils do not achieve as well as they should by the end of Year 6 in reading, writing, mathematics and other subjects, especially disadvantaged pupils. This is because of inconsistencies and some weaknesses in teaching. This hampers pupils' progress and their readiness for high school.

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

Pupils have a secure sense of belonging as everyone is fully included in school life. This includes pupils with learning or physical difficulties, and the small number of pupils who struggle to regulate their behaviour. Older pupils support younger pupils at lunchtime. This demonstrates the care and compassion promoted by the school.

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

Pupils enjoy a wide range of enrichment opportunities that develop their interests and talents, for example in music, art, drama and sport. There are a range of clubs, trips and visits to help pupils broaden their experiences. All pupils are actively encouraged to participate in the different opportunities that the school offers. Leadership roles, including those of school council and wellbeing ambassadors, help pupils contribute to school life. Pupils make good use of the outdoor areas and equipment provided at the school. They enjoy developing their talents and interests.

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

Relationships between pupils and staff are positive. Most pupils behave well. They try hard and enjoy learning. They understand the school rules of 'being ready, showing respect, and staying safe'. They report that bullying is rare but dealt with effectively if it happens.

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Next steps

Leaders should strengthen teachers’ pedagogical knowledge and address inconsistencies in teaching so that staff can deliver the curriculum effectively and enable pupils to achieve the standards they are capable of. Leaders should ensure that teachers use assessment effectively to identify and address misconceptions and gaps in pupils’ learning. Leaders should ensure that teaching enables pupils, especially disadvantaged learners, to build secure knowledge and skills so that they make effective progress from their starting points and achieve well in national tests.

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About this inspection

This school is part of the Diocese of Coventry 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), Michael Cowland, and overseen by a board of trustees, chaired by Barry Cockcroft.

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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 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 held meetings with the headteacher and leaders from the school and the trust, including the CEO, the chief education improvement officer, and members of the trust board, including the chair of the trust board. The lead inspector also met with members of the academy governor committee and spoke to the proprietor of the alternative provision used by the school.

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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 is registered as having a Church of England religious character. The last section 48 inspection was carried out in November 2024.

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About this inspection

The school makes use of one alternative provision, which is unregistered.

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Team inspectors:

Helen Quinn, Ofsted Inspector Jane Edgerton, Ofsted Inspector

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 23 June 2026

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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 6 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 needs support 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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average

2024/25 (final) 69% 75% Close to average

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average

2022/23 (final) 68% 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

2022/23 (final) 71% 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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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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average

2022/23 (final) 50% 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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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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gap

‘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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national average

2024/25 (3 term) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 5.3% 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 (3 term) 9.9% 13.0% 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

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

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