Lift Callowell

Lift Callowell

Address: Barrowfield Road, Farmhill, Stroud, Gloucestershire, GL5 4DG Unique reference number (URN): 150052

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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

Pupils make progress from their starting points, including disadvantaged pupils and those with special educational needs and/or disabilities. This is evident in their current work and national assessments. A high number of pupils meet the expected standard in the Year 1 phonics check and read with growing fluency. More pupils than previously recall times tables facts securely. By the end of Year 6, pupils achieve broadly in line with the national averages in reading, writing and mathematics. They move on to secondary school with the knowledge and skills they need.

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Achievement Expected standard

Across subjects, pupils recall learning with increasing confidence. In geography, they explain climate zones, physical and human features and locational knowledge. Older pupils describe the decline of civilisations and draw comparisons between Baghdad and modern cities. Pupils use a range of techniques to produce high-quality art work. Writing is improving, though accuracy and quality vary for some pupils.

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Attendance and behaviour Expected standard

Attendance is improving. It is now broadly in line with the national expectations for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders track patterns closely. They intervene quickly and sensitively when concerns arise. For example, leaders hold attendance meetings with families and offer additional support where needed. Persistent absence is low and has reduced markedly. Leaders remain focused on improving rates of attendance further because they know its impact on pupils’ academic achievement.

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Attendance and behaviour Expected standard

Leaders have developed a consistent and positive culture. They set high expectations for how pupils behave. The school’s relational ethos helps staff build trusting relationships with pupils. This contributes to a calm, focused learning atmosphere. Pupils participate enthusiastically in lessons and take pride in their work. They know to ‘be ready’ to learn and ‘be respectful’ towards others.

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Attendance and behaviour Expected standard

Staff understand the triggers for pupils with social, emotional and mental health needs. They respond appropriately and ensure that behaviour is understood but not excused. Over time, pupils’ behaviour has improved considerably, leading to very few suspensions. Incidents of racial discrimination and bullying are infrequent and dealt with swiftly.

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Curriculum and teaching Expected standard

Leaders have improved the school’s curriculum and teaching in recent years. The curriculum is ambitious and logically ordered for the mixed-age classes. It includes clear end points from early years through to Year 6. Staff use their subject expertise well. They draw on research-informed practice, including purposeful talk and questioning, to help pupils articulate their thinking and deepen their understanding. Quizzes and revisiting prior learning aid pupils’ recall of important content over time. Leaders demonstrate a precise understanding of the curriculum and teaching. This has informed their work to prioritise the teaching of English and mathematics. In the early years, staff model and repeat key words and numbers to help children understand their meaning. Pupils develop a firm grasp of phonics knowledge. Older pupils build a secure understanding of what they read. Regular practice with arithmetic and times tables improves

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Curriculum and teaching Expected standard

mathematical fluency. Pupils use mathematical vocabulary with increasing confidence.

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Curriculum and teaching Expected standard

Staff provide effective support for pupils who need extra help. Leaders recognise that a few groups of pupils have not mastered the fundamental knowledge and skills, such as letter formation, handwriting and spelling. Strengthening these foundations remains a priority.

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Early years Expected standard

Children get off to a positive start in the early years. They settle quickly because of the warm relationships with adults. Staff promote independence from the start. Children respond well to routines, such as self-registration, tidy-up time and brushing their teeth. Staff seize opportunities to reinforce children’s learning. For example, when harvesting potatoes, children count and compare shapes and sizes.

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Early years Expected standard

Children learn ambitious vocabulary through daily stories and rhymes. Staff secure children’s phonics knowledge. Most can read simple words and sentences by the end of the early years. A few children struggle with letter formation, but they receive timely support and develop confidence to have a go.

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Early years Expected standard

Children enjoy the range of activities in both the indoor and outdoor learning environments. They learn to listen and take turns. Staff typically interact well with children. They pose questions and extend children’s language, for example, when exploring floating and sinking. Occasionally, some activities are not purposeful enough to build on children’s learning needs.

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Early years Expected standard

Staff act early when children face additional challenges to their learning. They provide tailored support, including speech and language activities. Children leave early years well prepared for Year 1.

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Inclusion Expected standard

The school is an inclusive place to learn. Leaders have strengthened early identification of pupils with special educational needs and/or disabilities (SEND), beginning in the early years. Staff use assessments and information from families and external agencies to identify pupils’ needs accurately. They ensure that pupils receive the right support at the right time, including appropriate use of off-site alternative learning packages. Staff use visual prompts, questioning and signs to help pupils communicate and learn.

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Inclusion Expected standard

Leaders provide ongoing training that develops staff's expertise in meeting the needs of disadvantaged pupils and those with social, emotional and mental health needs. This has led to fewer suspensions and improved attendance and behaviour. Pupils with SEND participate fully in lessons, often with discreet adjustments that help them stay focused and work hard. Staff implement the pupil premium strategy with precision. They provide targeted interventions that help close academic gaps, such as a structured reading provision. This contributes to above-average outcomes in the Year 1 phonics check, as well as pupils' progress and enjoyment of reading. Leaders remove financial obstacles for disadvantaged pupils, so they can take part in the full offer of clubs and trips.

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Leadership and governance Expected standard

Leaders, including trustees and the local school development board, have a notable impact on the school's culture. They show clear commitment and make decisions in the best interest of pupils. Leaders provide effective strategic direction. Over the past 2 years, they have acted decisively to strengthen the curriculum design, teaching consistency and inclusion systems. These changes benefit pupils' attainment, progress and behaviour.

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Leadership and governance Expected standard

Trustees and the local school development board work closely to identify priorities. They use their expertise to provide effective challenge and support on safeguarding, attendance and pupils’ outcomes. Their partnership with school leaders has helped create a safe, inclusive and aspirational environment.

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Leadership and governance Expected standard

Leaders keep a close eye on pupils’ experience. Through visits to lessons, pupil discussions and reviews of work, they continue to refine the school’s practice. Their recent focus on writing is beginning to take hold. Pupils’ accuracy is starting to improve.

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Leadership and governance Expected standard

Leaders make good use of the expertise that exists within and beyond the school. Staff benefit from internal inclusion support and specialist guidance in English and mathematics. This strengthens their subject knowledge. Staff appreciate leaders' consideration for their workload, including regular wellbeing checks from mental health first aiders.

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Leadership and governance Expected standard

Most parents and carers would recommend the school to others. They recognise the improvements secured in recent years. Many describe the school as a community where staff nurture and inspire their children to thrive.

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Personal development and wellbeing Expected standard

Pupils' welfare sits at the heart of the school’s personal development programme. Through the ‘5 ways to wellbeing’ approach, pupils learn how to maintain their mental and physical health. For example, they know to ‘connect’ with others if they have a worry. Staff encourage pupils to keep ‘active’ through exercise and spending time in the outdoors. Pupils use calming strategies, such as breathing techniques, to manage their emotions. Additional support, including movement breaks, is available when needed.

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Personal development and wellbeing Expected standard

The curriculum teaches pupils what healthy relationships look like. Visits from the police help pupils understand how to behave online and recognise scams and hacking. Pupils know the importance of consent and what to do if something makes them feel uncomfortable. Pupils speak confidently about the fundamental British values and accepting everyone, regardless of difference. This strengthens their sense of belonging and their willingness to challenge discrimination. Pupils understand why it is important to ‘be your best, every day'. This guides how they act and treat others. Pupils support one another and contribute positively to the school community. They take on many roles and responsibilities, including serving as librarians and house captains. Older pupils enjoy being buddies to the youngest children, acting as role models. Pupils enjoy fundraising, such as for diabetes awareness charities, which helps

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Personal development and wellbeing Expected standard

The school provides a carefully planned programme of assemblies and enrichment activities. These broaden pupils’ understanding of the world around them. Workshops teach essential life skills, including knife-crime awareness and how to make a 999 call. Through the books they study and events they celebrate, pupils develop their moral and cultural understanding. ‘Pupil power’ assemblies give pupils a voice and the chance to celebrate their achievements beyond school. Pupils develop into thoughtful, well-rounded young citizens.

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

Pupils experience a calm, friendly school. Warm greetings from staff at the start of the day help them settle quickly and be ready to learn. Pupils know they can use the worry pegs, cosy corner or talk to an adult if they need support. These routines help contribute to a safe, nurturing environment.

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

Pupils live the school’s ‘5 to Thrive’ values. They say that these are the ‘glue that holds them together’ and guide the choices they make. For example, pupils treat each other with kindness and learn to be resilient and respectful. Pupils report that behaviour has improved significantly in recent years. They link this to the clear expectations, caring relationships and positive ethos. Disruption to learning and bullying are rare and never tolerated.

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

Pupils enjoy learning. They talk confidently about what they know and can do. Those who need extra help, including pupils with special educational needs and/or disabilities and disadvantaged pupils, receive tailored support, so they can learn alongside their peers. Improvements to attendance, the curriculum and teaching make a positive difference. Typically, pupils secure the important foundations in speaking and listening, reading, writing and mathematics. By the end of Year 6, most pupils meet national expectations, which prepares them well for secondary school.

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

Pupils value the wider experiences the school provides. These broaden their interests and improve their wellbeing. For example, pupils enjoy organised sports games at lunchtime and competitive matches against other schools. A wide range of extra-curricular activities, such as country dancing and gardening, encourage pupils to keep active. Time in the forest area helps them learn to take safe risks and work together. Staff celebrate everyone's achievements. Pupils look forward to the weekly assembly where they receive ‘awesome awards’ and ‘principal certificates’ in recognition of their effort and ambition.

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Next steps

Leaders should build on their recent work to strengthen writing, ensuring that pupils secure the fundamental skills needed to produce accurate and well-presented written work. Leaders should ensure that staff consistently select activities in continuous provision that are purposeful and build on children’s learning needs across the curriculum. Leaders should continue to refine and target their work to improve attendance so that more pupils benefit from sustained learning over time.

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About this inspection

This school is part of Cotswold Beacon Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Duncan Cook, and overseen by a board of trustees, chaired by Chris Brierley.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the principal, senior leaders, the special educational needs and disabilities coordinator and groups of staff during the inspection. Inspectors met with the CEO, members of the board of trustees and a representative from the local school development board.

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About this inspection

Inspectors spoke with pupils, staff and parents and carers. Inspectors considered the staff and parent responses to Ofsted's surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The principal took up post in September 2024.

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About this inspection

The school currently makes use of one unregistered alternative provision.

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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 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. National average: 26.3%

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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

2024/25 (final) 57% 62% Close to average

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average

2023/24 (final) 56% 61% 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

2024/25 (final) 71% 72% Close to average

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average

2023/24 (final) 74% 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

2024/25 (final) 79% 74% Close to average

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average

2023/24 (final) 67% 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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average

2023/24 (final) 44% 46% 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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average

2023/24 (final) 56% 62% 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

2023/24 (final) 67% 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

2023/24 (final) 67% 59% Close to average

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average

2022/23 59% ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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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) 10.7% 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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