Ixworth Church of England Primary School

Ixworth Church of England Primary School

Address: Crown Lane, Ixworth, Bury St. Edmunds, Suffolk, IP31 2EL Unique reference number (URN): 145234

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

Achievement Expected standard

Pupils speak highly about their achievements. They progress through the curriculum confidently. Phonics is embedded across all areas of the school’s work. This helps pupils to decode and read new texts with confidence.

p.2

Achievement Expected standard

Pupils’ academic achievement is broadly in line with national averages. Leaders’ reflective nature means that they are aware of refinements that need to be made in writing. These refinements will ensure that this area of their work remains a priority. Generally, the work in pupils’ books is of a high quality. This varies across different subjects.

p.2

Achievement Expected standard

Pupils are well prepared for the next stage of their education. Staff make effective adaptations to support pupils with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds, ensuring they achieve well and acquire core knowledge.

p.2

Achievement Expected standard

Leaders use assessment effectively to check that pupils understand and can apply new learning. This information is used successfully to plan subsequent steps in pupils’ learning.

p.2

Attendance and behaviour Expected standard

Leaders have developed clear strategies to improve attendance. It is now close to the national average. This success is due to leaders’ concerted efforts to prioritise attendance with all stakeholders. This includes particular focus weeks and a weekly article around the importance of regular attendance. Consequently, attendance has improved rapidly, including for pupils with special educational needs and/or disabilities (SEND) and those from vulnerable backgrounds. Leaders have also introduced early intervention systems that spot patterns in attendance. As a result, this allows them to work with families to break down potential barriers.

p.2

Attendance and behaviour Expected standard

Behaviour across the school is calm and purposeful. Leaders consistently promote the school’s values of being ready, respectful and safe. These are continually reinforced and used to support staff. This universal approach ensures that pupils are aware of staff expectations. As a result, pupils interact respectfully and warmly with each other. This is something that pupils speak confidently about. Leaders have implemented a meet-and-greet system for pupils who need support with their behaviour and attendance. This initiative helps pupils with appropriately designed tasks and interventions. These include quiet corners and staff interventions. Consequently, pupils settle quickly and are well prepared for the school day ahead.

p.2

Curriculum and teaching Expected standard

The curriculum is engaging, relevant and well-sequenced. Leaders regularly review its content. This ensures that the curriculum remains interesting and tailored to the needs of their pupils. The curriculum is designed to help pupils to recall prior learning systematically and build on it. Pupils actively talk about their learning and how teachers present information clearly. Teachers use secure subject knowledge to model new concepts. This allows pupils to build new knowledge in smaller, manageable parts.

p.2

Curriculum and teaching Expected standard

Pupils’ starting points and additional needs are considered effectively when designing the curriculum. As a result, they make appropriate progress from their starting points and are well supported in their learning journey. Pupils speak articulately about how their lessons are engaging and relevant to them. Pupils with special educational needs and/or disabilities (SEND) are considered carefully throughout the curriculum.

p.3

Curriculum and teaching Expected standard

Leaders have ensured that subject-specific vocabulary is an integral part of the curriculum. This means that pupils can use this when demonstrating new knowledge and recalling prior learning.

p.3

Curriculum and teaching Expected standard

Teachers typically plan tasks that are well suited to the needs and abilities of their pupils. However, on occasion, some higher-ability pupils require further challenge to deepen their learning.

p.3

Early years Expected standard

Children settle quickly into a nurturing and calm environment. Staff build warm relationships with children through kind interactions. This contributes to an environment where children feel secure and ready to learn. Children enjoy interesting topics that they learn about. These are brought to life through real-life experiences such as sandwich-making using home- grown ingredients and role-play. As a result, children can speak confidently about what they are learning. Routines are well established. They ensure that children know when to focus and how to tidy up.

p.3

Early years Expected standard

The curriculum is well sequenced and logically planned. Consequently, children benefit from opportunities to build knowledge and skills across key areas of learning. Activities are designed to encourage exploration and imagination. However, on occasion, handwriting activities would benefit from a higher level of structure to maximise their long-term impact.

p.3

Early years Expected standard

Early reading and writing skills are typically well developed. Staff use assessment effectively to identify and address any gaps or misconceptions quickly. The teaching of phonics is clearly embedded, ensuring children are well prepared for the next stage of their education.

p.3

Early years Expected standard

Children, including those with special educational needs and/or disabilities (SEND) and those from disadvantaged or vulnerable backgrounds, make appropriate progress from their starting points. They develop social skills by learning to take turns and manage their emotions. This means that children transition seamlessly to Year 1.

p.3

Inclusion Expected standard

Leaders foster a caring community ethos. They have developed productive and supportive working relationships with parents, carers and external professionals. This creates a reflective, outward-looking culture. Teachers use intervention strategies and adaptations effectively. As a result, pupils are supported in their learning and barriers to progress are removed. This support includes help with emotional regulation, the use of quiet corners in classrooms and specific staff-led interventions. Leaders have an accurate understanding of their pupils and the context that they serve. Consequently, leaders are able to support staff with high-quality training and information to help them in the classroom. This includes personalised inductions for pupils who join the school mid-year.

p.3

Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) speak positively about the support that they receive. They know that it helps them access the broad and balanced curriculum. Leaders have also devised strategies to close any gaps in pupils’ learning through targeted additional support and regular review meetings.

p.4

Inclusion Expected standard

Leaders have devised a well-planned strategy for the use of additional funding, such as the pupil premium grant. Consequently, pupils from disadvantaged and vulnerable backgrounds receive support and additional opportunities to enhance their learning. This includes extra- curricular activities, wrap-around care and academic intervention.

p.4

Leadership and governance Expected standard

Leaders have a deep understanding of their pupils, the school community and the local context. This enables them to prioritise their work and improvement strategies effectively.

p.4

Leadership and governance Expected standard

Leaders work closely with external partners, governors and the trust to ensure that their actions are effective and impactful. For instance, they have devised a new behaviour strategy. This has had an impact on pupils and their experience at school.

p.4

Leadership and governance Expected standard

Leaders have established a comprehensive professional development programme for staff. This training enables teachers to adapt their practice to meet pupils’ needs effectively. This training is designed around evidence-based approaches and external support.

p.4

Leadership and governance Expected standard

Those responsible for governance, including trustees, have a well-informed knowledge of the school and its local community. They are closely involved in all aspects of school life. They provide critical oversight of priorities for improvement and ensure that decisions are consulted on. Consequently, plans to improve the school are logical and well implemented.

p.4

Leadership and governance Expected standard

Leaders manage staff workload and wellbeing thoughtfully. As a result, staff feel highly supported and motivated to implement the school’s initiatives successfully. This positive culture enables staff to model the school’s core values in all aspects of their work.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a context-considered personal development and wellbeing curriculum. It is sequenced effectively to provide age-appropriate knowledge and skills. This curriculum results in pupils being able to talk about the importance of being kind and respectful towards each other. They can also articulate fundamental British values with confidence. This results in the school community being cohesive. Pupils understand how to be a good friend. They know what to do to support friends that may have worries or concerns. This ensures that bullying and unkind behaviours are rare and dealt with effectively if they do occur.

p.4

Personal development and wellbeing Expected standard

Leaders have developed a comprehensive enrichment offer. This includes lunchtime clubs, visits to local landmarks and well-considered outdoor activities. Pupils speak fondly about their music lessons, trips to cathedrals and the parkour club. Leaders track participation in these activities to ensure that all pupils benefit from the school’s wider opportunities.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from the school’s close working relationships with external agencies. These include local businesses, the police and mental health support agencies. As a result, pupils regularly receive talks around careers, staying safe in the local area and mindfulness. This prepares pupils well for the next stage of their education. Leaders continually review this aspect of the school’s work to ensure that it has the intended impact.

p.5

Personal development and wellbeing Expected standard

Leaders and staff provide effective pastoral support. They have implemented training to ensure it is impactful and suited to the needs of their cohort. This means that pupils trust adults to help them with any issues that they may face. This helps pupils feel secure and valued within the school community. Additionally, the curriculum provides opportunities for pupils to research potential career and further education options. This work is planned strategically throughout learning so that it aligns with appropriate topics and knowledge.

p.5

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

Pupils are happy to attend this welcoming village school. They are able to talk about what makes their school special. They mention the close-knit nature of the school community and the relationships that they have with staff. Pupils appreciate having trusted adults they can turn to. Consequently, they know exactly how to get help for themselves or their peers. This results in an inclusive, caring culture where pupils respect and care for each other. Pupils say that bullying is extremely rare. If it should occur, it is dealt with by staff effectively.

p.5

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

Pupils benefit from an engaging, well-designed and thoughtfully sequenced curriculum. This means that they are motivated to learn and proud of their achievements. Lessons are calm, purposeful and supportive. As a result, pupils are comfortable seeking support where necessary.

p.5

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

Pupils and their families benefit from close, supportive relationships with leaders and staff. Pupils proudly describe the sense of community, sharing that ‘we are one, and we all support each other’.

p.5

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

Pupils are knowledgeable about the school’s core values of community, awareness, integrity, patience, compassion and respect. This means that they are ready to learn and feel secure within the school’s environment. Pupils are engaged in key decisions about the school’s future. This is through the school’s ‘change makers’ initiative. This allows pupils to meet regularly and discuss the school’s strengths and areas for improvement. This group has successfully driven positive change by working with the local community and recruiting volunteers.

p.5

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

Pupils benefit from well-equipped open spaces at social times. This means that they interact politely and respectfully with each other, while developing their problem-solving skills. Pupil enrichment is prioritised through a range of visits to local farms, churches and zoos. These visits are structured so that all pupils can participate and benefit from them.

p.5

Team inspectors:

Julie Winyard, Ofsted Inspector Oriana Dalton, His Majesty's Inspector

p.6

Next steps

Leaders should ensure that pupils’ written work is of a consistent high quality. Leaders should ensure that teachers consistently plan and adapt learning activities to provide sufficient opportunities for deeper thinking.

p.6

About this inspection

This school is part of the Tilian Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Andrew Berry, and overseen by a board of trustees, chaired by Stephen Yapp. The chair of the local governing board is Reverend Dr. Karen Burton.

p.6

About this inspection

This school is registered as having a Church of England religious character. Its last section 48 inspection was in July 2026.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. 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 headteacher, chief executive officer (CEO), director of education, trustees, the local governing body and other school leaders during the inspection.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not use any alternative provision.

p.6

About this inspection

The school also, under the same registration, runs a nursery, including provision for 2-year- olds.

p.6

About this inspection

Headteacher: Marie Bird 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.6

About this inspection

The inspector(s) used this data during the full inspection on 14 July 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.

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.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 80% 75% Close to average

p.9

average

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

p.9

average

2022/23 (final) 70% 73% 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

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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

average

2022/23 (final) 50% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

national average

2023/24 (final) 63% 62% Close to average

p.11

national average

2022/23 (final) 50% 60% Close to average

p.11

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

average

2022/23 (final) 50% 58% Close to average

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 (final) 50% 59% Close to average

p.11

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.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.13

national average

2023/24 (3 term) 6.1% 5.5% Close to average

p.14

Persistent absence

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

p.14

national average

2023/24 (3 term) 14.3% 14.6% Close to average

p.14

national average

2022/23 (3 term) 14.4% 16.2% Close to average

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. 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.14

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