Clanfield CofE Primary School

Clanfield CofE Primary School

Address: Main Street, Clanfield, Bampton, Oxfordshire, OX18 2SP Unique reference number (URN): 123105

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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 Strong standard

Overall, attendance is above the national average. Leaders prioritise securing regular attendance and relentlessly promote the importance of attendance to their community. They use robust systems to monitor attendance rates and patterns for all groups of pupils, including those groups specifically relevant to this school. Leaders identify emerging concerns quickly and take early action to prevent absence from becoming more regular. Leaders provide targeted support for families who need it, and this has a positive impact. Pupils arrive punctually and settle quickly to their learning each day.

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Attendance and behaviour Strong standard

Pupils' behaviour is excellent. Leaders set high expectations for behaviour and promote a strong culture of respect. Pupils show positive attitudes to learning and engage well in lessons. On the rare occasions it is needed, teachers deal with low-level disruption quickly so that learning continues without interruption. Leaders analyse behaviour information carefully. They use preventative strategies and teaching to support pupils who need it. As a result, pupils learn to manage their emotions effectively. This inclusive approach has reduced behaviour incidents and helps pupils engage successfully in learning. The school is calm and orderly. Pupils feel safe and treat others with respect. Bullying is rare. When it occurs, leaders deal with it quickly and effectively.

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Early years Strong standard

Leaders have designed a broad and ambitious early years curriculum that prepares children well for future learning. Adults build warm, trusting relationships with children, creating a safe and nurturing environment. They use every opportunity to develop children's vocabulary through purposeful conversations and skilled questioning. Consistently high- quality interactions help children sustain concentration, solve problems and apply what they know.

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Early years Strong standard

Adults identify children's needs precisely. They adapt learning skilfully so children with special educational needs and/or disabilities (SEND) access the full curriculum. Children with SEND develop their basic skills well as a result. Leaders carefully design a learning environment that provides rich opportunities to develop early reading, writing, mathematics and physical skills. Phonics is taught consistently well, and as a result, children read with increasing fluency. Leaders provide opportunities for children to develop responsibility and independence through their 'rainbow jobs'.

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Early years Strong standard

Leaders plan transition to Year 1 carefully, including personalised support where needed. Children are very well prepared for the next stage of their education.

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Inclusion Strong standard

Leaders identify pupils' needs accurately through well-established assessment processes. They respond quickly to any emerging or changing needs. Leaders regularly check that support is precise and improves pupils' wellbeing and learning. They use additional funding very well to meet the needs of disadvantaged pupils.

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Expected standard

Leaders prioritise training so that all staff develop the expertise that they need to help pupils. Leaders seek advice from external professionals and use this expertise effectively. For example, advice from an outreach agency has improved the support for pupils with social, emotional and mental health needs. Staff make thoughtful adaptations that enable pupils with special educational needs and/or disabilities or other barriers to learning to access the full curriculum. Some pupils also benefit from carefully planned small-group work within the school's 'Mini Hub'. This allows pupils to receive more bespoke support where appropriate. Staff set highly personalised targets for pupils. Leaders monitor these rigorously to ensure that pupils make appropriate progress towards them. Pupils progress well from their starting points. As a result, pupils become increasingly independent, achieve well and participate

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Personal development and wellbeing Strong standard

Leaders have established an ambitious personal development programme that reflects the school's context and the needs of all pupils. Personal, social, health and relationships education is well structured and delivered with expertise. Leaders ensure that pupils learn about healthy relationships and consent in an age-appropriate way. Pupils develop a secure understanding of fundamental British values. For example, they talk confidently about democracy and the importance of people's voices being heard. Pupils learn keenly about differences, including race and religion. They understand the importance of respecting people who are different to them. Pupils learn in detail about how to keep themselves physically and mentally healthy and how to stay safe online. They explain the importance of protecting personal information and recognising online risks.

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Personal development and wellbeing Strong standard

Pupils broaden their experiences through community and charity projects, including supporting the Oxfordshire Homeless Movement. Pupils volunteer and help raise awareness of social issues that are important to them. Pupils benefit from a wide range of enrichment opportunities. They enjoy competing in sporting competitions and performing in school productions. Pupils particularly appreciate the leadership roles on offer, such as peer mentoring and 'Worship Warriors'.

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Personal development and wellbeing Strong standard

Leaders ensure that every pupil benefits from the full personal development offer. Adults remove barriers so that disadvantaged pupils and pupils with special educational needs and/or disabilities participate fully. Pupils learn how to regulate their emotions and how to become resilient. Highly effective pastoral provision provides bespoke support for pupils who need it. This enables them to feel safe, happy and ready to learn. Overall, pupils leave this school extremely well prepared for life in modern Britain, demonstrating responsibility, respect and growing independence.

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Achievement Expected standard

Pupils typically achieve in line with national averages in reading, writing and mathematics by the end of key stage 2. They learn the important knowledge and skills they need for the next stage of their education. Reading is a particular strength. For example, pupils in Year 1 consistently achieve above the national average in the phonics screening check, and pupils' reading outcomes remain above national figures at the end of Year 6. Disadvantaged pupils and those with special educational needs and/or disabilities make suitable progress from their starting points. As a result, gaps in their knowledge close over time.

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Achievement Expected standard

Pupils generally achieve well across the curriculum. They successfully learn age-appropriate knowledge and skills in all subjects. Pupils build on their learning steadily in each year group. By the time they leave the school, they have gained a broad body of knowledge and a secure understanding of what has been taught.

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Curriculum and teaching Expected standard

Leaders have a thorough understanding of the quality of education in the school. They identify priorities for improvement accurately. Leaders have designed a curriculum that enables pupils to build age-appropriate knowledge and skills over time. This includes ensuring that the youngest pupils develop important knowledge of reading, writing and mathematics. Phonics is taught consistently well. Teachers provide regular opportunities for pupils to practise reading. For example, pupils have opportunities to read in all subjects. The school's bespoke 'Commissioned Curriculum' reflects the school context appropriately. It provides helpful opportunities for pupils to develop communication and language skills, for example by giving presentations to different audiences.

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Curriculum and teaching Expected standard

Leaders provide effective support to develop teachers' expertise. Teachers have secure knowledge of the subjects they teach. On the whole, they deliver the curriculum well, explaining new learning effectively. Teachers generally demonstrate what pupils need to do clearly and use appropriate resources to support pupils' understanding. However, on occasion, this is variable. In addition, pupils lack sufficient opportunities to deepen their thinking and understanding. When needed, staff adapt learning effectively and provide appropriate additional support. As a result, pupils with special educational needs and/or disabilities are able to access the full curriculum.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school's context, strengths and priorities for improvement. They make informed decisions rooted in pupils' best interests, regardless of their needs or backgrounds. Leaders' work has strengthened the school's provision, particularly in the early years. They know that there is more to do to secure consistently strong provision across all aspects of the school's work.

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Leadership and governance Expected standard

Leaders provide staff with training that helps them to meet pupils' needs. For example, staff who support pupils with special educational needs and/or disabilities (SEND) develop their knowledge and skills through working alongside specialist outreach providers. The impact of this is clearly evident in the effective adaptations for pupils with SEND that are routinely used in classrooms. Leaders also place a strong emphasis on staff wellbeing. They monitor workload regularly and make appropriate adjustments to remove unnecessary burdens. As a result, staff feel appreciated and know that their views are heard and acted on.

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Leadership and governance Expected standard

Governors understand their roles and responsibilities and are highly committed to the school. Their care and knowledge make them effective in this role. Governors know the school's strengths and areas for development. They challenge leaders appropriately, focusing on suitable priorities, including pupils' achievement and the school's pastoral provision. Leaders and governors have built positive relationships with parents, carers and the wider community. They know families well and provide suitable guidance and support when requested. They show genuine care and attention to every pupil and family.

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

Pupils enjoy being part of this inclusive and nurturing school community. They describe the school as 'a big family' where everyone is encouraged to grow and flourish. Pupils arrive happily each day and attend well. Pupils build warm, trusting relationships with adults. They know that staff will listen to them and help if they have any worries. Pupils feel safe and secure. They are confident that the adults will always act in their best interests. Pupils value the pastoral support they receive and leave well prepared for life beyond primary school.

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

Pupils behave consistently well. They reliably follow the school's routines and show respect for one another. Pupils demonstrate positive attitudes to learning. They work hard in lessons and enjoy sharing their ideas and achievements. At social times, pupils benefit from the wide range of activities on offer. They play cooperatively and build positive friendships. 'Peer mentors' ensure that everyone is included. Bullying and unkind behaviour are rare. When disagreements happen, pupils know that adults will help them resolve any issues fairly.

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

Children in the early years settle quickly. Adults provide a caring environment where children feel safe and confident. Children quickly become independent and confident learners. Across the school, pupils enjoy a broad and unique curriculum. They develop strong communication skills and broaden their understanding of different cultures. Pupils typically achieve in line with national averages. They achieve particularly well in reading.

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

Pupils take pride in representing the school through a range of leadership roles. These develop pupils' sense of responsibility and support the smooth running of the school. Pupils also speak highly of the wider opportunities on offer, such as sporting events and performing in the end-of-year production. They engage regularly with the community and run charity events, such as a sponsored walk to raise money and campaign for fairer funding. Through these activities, they develop a strong sense of compassion.

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Next steps

Leaders should sharpen the consistent use of effective teaching strategies to maximise opportunities for pupils to develop deep and detailed knowledge and understanding and achieve highly.

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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 7 July 2026

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About this inspection

The chair of the board of governors in this school is Zoe Thomas.

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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 senior leaders, and members of the governing body, including the chair of governors and representatives from the local authority and the Diocese of Oxford, during the inspection. Inspectors engaged with pupils throughout the inspection. They spoke to some parents at the start of the school day.

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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 a breakfast and after-school club.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Kim Rogers 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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average

2023/24 (final) 57% 61% Close to average

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average

2022/23 (final) 63% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2023/24 (final) 71% 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

2023/24 (final) 79% 73% Close to average

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average

2022/23 (final) 69% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘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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national average

2024/25 (3 term) 4.9% 5.2% 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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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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