Pillowell Community Primary School

Pillowell Community Primary School

Address: School Road, Pillowell, Lydney, Gloucestershire, GL15 4QT Unique reference number (URN): 115554

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Most pupils achieve well across the curriculum. This begins with children developing important knowledge and skills in the early years. Outcomes in the Year 1 phonics screening check and Year 4 multiplication tables check are in line with results seen nationally. Pupils achievement in reading, writing and mathematics has improved over time and is close to the national average at the end of Year 6.

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Achievement Expected standard

Pupils develop secure knowledge and skills across the curriculum. For example, in geography, they confidently engage in high-quality discussions about the different climates around the world using subject-specific vocabulary. This means that pupils are ready for the next stage in their education.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities typically achieve well through the curriculum from their starting points.

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Achievement Expected standard

Pupils write with consistency and fluency in English. However, there are some inconsistencies in the expectations for the quality of writing produced in some wider curriculum subjects. As a result, some spelling and handwriting errors persist.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils’ attendance. They analyse attendance information, recognising any patterns and concerns quickly. Leaders ensure pupils who need support to attend school promptly get the help they need.

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Attendance and behaviour Expected standard

Staff work together with parents and carers, building positive relationships and helping to identify and remove barriers to pupils’ attendance. Personalised support and a range of initiatives, such as the mentoring programme, help improve pupils’ engagement with school. As a result of the school’s work, attendance is typically close to the national average for most pupils.

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Attendance and behaviour Expected standard

Leaders and staff have created a calm, engaging school environment. All staff consistently apply the behaviour policy. Pupils behave well and show positive attitudes to their learning. They play pleasantly with one another during social times. Pupils appreciate the rewards they receive when they follow the school's rules. Staff quickly help pupils who need support to manage their emotions. Leaders do not tolerate poor behaviour or bullying and deal with any incidents swiftly.

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Curriculum and teaching Expected standard

Leaders have designed a coherent and ambitious curriculum for all pupils that clearly sets out what pupils should learn. The curriculum is sequenced effectively, enabling pupils to revisit prior learning and build knowledge over time. Leaders prioritise the development of pupils’ reading, writing and mathematical knowledge and skills. Staff deliver the school’s phonics programme consistently and assess pupils’ phonics knowledge regularly. Additional support is provided for pupils who require further practice, and reading books are carefully matched to pupils’ needs. Leaders' recently revised approaches to developing pupils’ writing skills are in the early stages of becoming established. There is some variation in how well pupils' handwriting and spelling are developed across the school.

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Curriculum and teaching Expected standard

Leaders have established effective systems to identify pupils’ needs and provide appropriate adaptations and support. This helps pupils with special educational needs and/or disabilities and disadvantaged pupils to learn successfully alongside their peers.

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Curriculum and teaching Expected standard

Across the wider curriculum, teachers routinely check pupils’ understanding and identify gaps in knowledge. Opportunities for pupils to recall previous learning are embedded in curriculum planning. However, teachers do not consistently use assessment information effectively to adapt learning activities and deepen pupils’ understanding.

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Early years Expected standard

Leaders prioritise the early years to give children a successful start to their education, with a clear vision for providing high-quality education and care. A well-sequenced curriculum supports children to make secure progress from their starting points, preparing them well for key stage 1.

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Early years Expected standard

Staff support the development of communication and oracy skills across the provision. They teach phonics effectively, which enables children to develop positive reading habits and develop fluency. Staff engage in high-quality interactions with children, modelling speaking and listening appropriately. This enables children to extend their thinking and learning. Outdoor provision offers rich opportunities for physical development, investigation and imaginative play. However, occasionally, when children complete activities independently, the development of their language is more limited.

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Early years Expected standard

Staff build trusting relationships with children and their families. They collaborate with professionals, parents and carers to identify children's additional needs. Staff adapt the provision for children with special educational needs and/or disabilities (SEND). Staff identify any gaps in children's knowledge and act quickly to address these. This means that children with SEND and those with other barriers to learning achieve as well as their peers.

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Inclusion Expected standard

Leaders have created a positive culture of inclusion across the school. They identify pupils’ needs quickly and accurately. Staff ensure effective strategies are in place so that pupils with special educational needs and/or disabilities (SEND) access the same learning as their peers.

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Inclusion Expected standard

Leaders provide training to develop staff expertise in ensuring that pupils’ learning plans include precise and measurable targets. Staff review and adjust targets regularly, making sure that pupils receive the right support to help them learn well and with increasing independence. Leaders check that adaptions to teaching, including chosen resources, meet pupils' needs effectively, including pupils with SEND.

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Inclusion Expected standard

Leaders ensure that staff receive the information and guidance to support each pupil effectively. Staff are alert to pupils’ changing needs and complex circumstances that lead to barriers to their learning and engagement with school. The school’s pastoral team works with staff to ensure that pupils can access a wide range of support for their emotional and mental health needs alongside their academic learning.

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Inclusion Expected standard

Leaders use appropriately the government's additional funding they receive for disadvantaged pupils. Pupils build resilience through art, music and sport programmes developed alongside external partners so that pupils who face additional barriers are supported to overcome them.

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Leadership and governance Expected standard

Leaders, including governors, know the school community well. They have a deep understanding of the school’s strengths and areas for development. Leaders are role models of high expectations and professionalism. They bring commitment and a clear vision, making decisions that are in the best interests of pupils. The school culture is inclusive and ambitious for all pupils.

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Leadership and governance Expected standard

Leaders have addressed weaknesses in the school at pace. They have improved the sequencing and teaching of phonics, mathematics and the wider curriculum. They have also ensured that professional learning focuses on the school’s priorities. Staff value the training and the sharing of subject leadership and expertise across the federation. Staff ensure that pastoral support impacts positively alongside high-quality teaching. Staff help pupils to overcome barriers to learning, including pupils with special educational needs and/or disabilities and disadvantaged pupils.

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Leadership and governance Expected standard

Governors provide robust challenge and timely support to leaders. They bring a broad range of skills to their roles and fulfil the duties expected of them. They use reports from leaders and other professionals to guide their conversations in school with pupils and staff. This ensures they hold an accurate view of the effectiveness of the school’s work.

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Leadership and governance Expected standard

Staff are overwhelmingly positive about the support leaders provide and the consideration given to their workload. Staff are proud to work at the school. Typically, parents and carers speak highly of leaders’ accessibility and the relationships that have been built.

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Personal development and wellbeing Expected standard

Leaders have established a well-considered personal development programme. They adapt it to be relevant to the school's context. For example, pupils know how to stay safe in the natural environment, such as in the nearby forest, as part of the outdoor learning programme. Pupils are taught in an age-appropriate way about relationships and how to maintain a healthy lifestyle. They learn how to keep themselves safe, including when online.

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Personal development and wellbeing Expected standard

The school provides pupils with a wealth of pastoral support. Staff are on hand to talk through any anxiety. Pupils are encouraged to speak up about any concerns, for example through the class worry boxes which pupils know staff check and act upon helpfully. Specially trained staff help pupils with social, emotional and mental health needs to grow in confidence, character and belonging.

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Personal development and wellbeing Expected standard

A wide range of trips broadens pupils’ experiences. This includes visits to the local library and heritage centre. Pupils also learn from talking to older members of the community about the Second World War. Pupils take on a range of leadership roles to promote being active and responsible citizens. They represent their class on the school council, and older pupils support younger pupils as reading buddies. Pupils take these leadership roles seriously. They are proud to make a difference to their school. Leaders support pupils to develop new interests through a range of clubs, for example cooking, art, gardening and sign language.

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Personal development and wellbeing Expected standard

Pupils learn about what impact they can have on the world around them, in and beyond their local community. They speak positively about fairness, democracy, individual rights and freedom of belief. Leaders provide a range of opportunities to support pupils to deepen this understanding. For example, pupils visit the Houses of Parliament, including the House of Lords, to understand why fundamental British values are important. This prepares pupils well for life in modern Britain.

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

Pillowell is an inclusive and welcoming place to be. Pupils show pride when they talk about their school, and they feel a sense of belonging. This is because staff are warm and caring. They ensure that pupils are supported with a positive start and settle quickly into the day. Pupils use the school’s mission statement of ‘all different, all equal’ when they talk about their school community. They promote tolerance and respect in all aspects of school life. Pupils are polite and courteous in their interactions with one another and staff.

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

Staff have high expectations of pupils’ behaviour and what they can achieve. They provide an inclusive and purposeful learning environment where pupils feel safe and attend regularly. Pupils know that any form of bullying, discrimination or unkindness is not tolerated. Pupils are confident to talk to staff if they are unhappy or have concerns. They know staff will take appropriate action to resolve incidents quickly. Pupils value the support staff provide to help overcome any barriers or worries they have about coming to school and to understand the importance of attending. Pupils’ attendance is high.

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

Pupils benefit from a well-sequenced curriculum across subjects. Most pupils, including those with special educational needs and/or disabilities and those with other barriers to their learning, achieve well from their starting points. Staff know pupils’ individual needs and ensure that they get the right support at the right time. This means that pupils are ready for the next stage of their education.

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

Pupils connect with the local community through participating in a wide range of activities. For example, they join the Remembrance Day parade, attend the village fete and visit Pillowell chapel. Pupils benefit from a wide range of enrichment activities, such as opportunities to represent the school at the Cheltenham Literature Festival and national choir events.

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Next steps

Leaders should continue to develop the consistent use of assessment to ensure that teaching builds on pupils’ learning as swiftly as they are able, including supporting language development in the early years. Leaders should continue to strengthen the school's work to develop pupils’ writing across the curriculum, particularly in handwriting and spelling.

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About this inspection

This school is part of the Blakeney, Pillowell and Walmore Hill Community Schools' Federation, with 2 other schools. The executive headteacher of this federation is Kirsty Evans.

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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 executive headteacher, the head of school and school staff. The lead inspector met the chair and vice-chair of governors and representatives from the governing body and local authority.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, including free- text comments, and spoke to some parents. Inspectors considered the responses to Ofsted’s staff survey. There were no responses to Ofsted’s pupil survey.

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About this inspection

The inspectors confirmed the following information about the school: The executive headteacher and the head of school have taken up substantive leadership positions since the previous inspection. There is a before-school club for pupils who attend the school. The school currently does not use alternative provision.

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About this inspection

Head of School: Chris Forster 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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About this inspection

The inspector(s) used this data during the full inspection on 14 July 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) 78% 75% Close to average

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average

2022/23 (final) 79% 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

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

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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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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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average

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

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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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national average

2022/23 (final) 67% 60% Close to average

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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

2022/23 (final) 67% 59% Close to average

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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) 4.6% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% 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

2022/23 (3 term) 14.7% 16.2% 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. 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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