Amberley Parochial School

Amberley Parochial School

Address: Amberley, Stroud, Gloucestershire, GL5 5JG Unique reference number (URN): 149830

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 Strong standard

Pupils excel in their learning. Starting in the Reception Year, children secure early reading, writing and number skills. This equips them well for later learning. Published outcomes in the Year 1 phonics check and the Year 4 multiplication tables exceed national averages. By the end of Year 6, pupils consistently achieve better than other pupils nationally in statutory assessments. Reading is a particular joy for pupils. They eagerly discuss what they have read and share book recommendations with one another.

p.2

Achievement Strong standard

Pupils recall prior learning confidently. In physical education, pupils in Years 1 and 2 talk about the importance of balance in gymnastics. In Years 3 and 4, pupils know the significance of the local mills and link this to previous learning about Victorian Britain.

p.2

Achievement Strong standard

All groups of pupils, including those with special educational needs and/or disabilities, make positive progress from their starting points. Pupils leave very well prepared for secondary school.

p.2

Attendance and behaviour Strong standard

A strong sense of belonging helps pupils feel connected and motivates them to be in school each day. Leaders keep the importance of regular attendance at the centre of their work. They hold robust conversations with families to ensure that pupils do not lose valuable learning time and arrive promptly. As a result, pupils rarely miss school, and very few are persistently absent. High attendance ensures that pupils, including those with special educational needs and/or disabilities, learn the full curriculum in depth.

p.2

Attendance and behaviour Strong standard

Strong relationships shape the school’s culture. Staff model the behaviour they expect. In turn, pupils reflect this through their impressive conduct, including at breakfast club and in the dining hall. They live out the school’s values in the way they behave, showing respect, kindness and a strong sense of service to each other.

p.2

Attendance and behaviour Strong standard

Pupils understand right from wrong. They develop maturity and self-discipline as they move through the school. Staff use consistent approaches and adaptations to help pupils who find self-regulation more difficult. Bullying is uncommon. On the very rare occasion when disagreements occur, pupils and staff address them openly and effectively.

p.2

Curriculum and teaching Strong standard

Leaders have designed a curriculum that substantially deepens pupils’ understanding. From the early years onwards, the school has identified important knowledge that pupils need to learn. Staff reinforce vocabulary across lessons to strengthen pupils’ grasp of new ideas. They use a range of effective and creative teaching strategies to enhance pupils’ learning of key concepts over time.

p.2

Curriculum and teaching Strong standard

Leaders have an accurate view of the school’s teaching priorities. This insight has informed their work to improve approaches to teaching and staff training. For example, staff use thought-provoking questions to probe and check pupils' thinking further. They intervene at the right moment to pick up on any misconceptions or adapt their teaching to meet pupils’ individual needs. Leaders provide staff with a well-thought-out programme of professional learning. As a result, teachers have secure subject knowledge.

p.2

Curriculum and teaching Strong standard

Staff confidently teach important early skills such as pencil grip, letter formation and mathematical facts. This shows in the quality of pupils’ work and responses, including impressive writing in the early years. Older pupils grasp sophisticated concepts, such as mathematical reasoning and how authors build tension in writing. They explain these concepts clearly and confidently.

p.3

Early years Strong standard

Children get off to a great start to their education. Staff carefully design the curriculum to help children secure important foundational knowledge. For example, in phonics, children confidently read and write simple sentences with growing accuracy. Staff develop children’s early language and mathematics knowledge effectively by modelling different ways to make 10 and encouraging children to speak in full sentences.

p.3

Early years Strong standard

Staff bring learning to life through carefully chosen texts and activities. They share books with enthusiasm and use high-quality conversations to extend children’s communication and language skills. In turn, children develop rich vocabulary. They use words such as ‘fossil’ and ‘extinct’ when they explore and play.

p.3

Early years Strong standard

Children learn school routines and expectations quickly. Over time, they build independence and sustain focus on their tasks. Staff pay close attention to children’s needs and interests. They know when to step in with extra guidance and support, including for children with special educational needs and/or disabilities.

p.3

Early years Strong standard

Partnerships with parents and carers are highly productive and valued. From the start, staff work closely with families to help children feel secure and settle quickly. Children achieve very well from their starting points. They gain the secure knowledge and skills they need to move confidently into Year 1.

p.3

Inclusion Strong standard

The school’s inclusive ethos is evident in daily practice. Staff know pupils extremely well and act quickly to identify additional needs, beginning in the early years. Leaders gather detailed information from families, nurseries and external agencies to understand each pupil’s barriers to wellbeing and learning. They use this information to plan provision that enables pupils to make meaningful progress.

p.3

Inclusion Strong standard

Staff place an unwavering focus on ensuring that all pupils, regardless of need or starting point, learn the rich curriculum. They make precise adaptations to help pupils with special educational needs and/or disabilities (SEND) to participate fully alongside their peers, including visual prompts and communication boards. Leaders use additional funding thoughtfully. They make sure that all pupils have access to the broad range of experiences beyond the curriculum, without financial barriers. Leaders closely monitor the progress of pupils with SEND. They use assessment information to plan targeted support. This includes trauma therapy and speech and language sessions. Short ‘clinics’, such as mathematical reasoning, help pupils keep up with the demands of the curriculum and close gaps in their knowledge. As a result, pupils, including those with SEND, make demonstrable progress from their starting points.

p.3

Leadership and governance Strong standard

Leaders demonstrate an unwavering ambition to give pupils the very best experiences and to prepare them well for their next stage of learning. Every decision they make is driven by this clear and purposeful aim. Leaders have been successful. This is reflected in the sustained high standards seen across the school.

p.4

Leadership and governance Strong standard

Leaders look beyond the school for inspiration and improvement. They seek challenge to assure themselves that their actions are having the intended impact and that the school is moving forward. Staff proactively engage with training that builds their confidence and expertise. They feel valued and well supported. Staff appreciate the consideration leaders give to workload and wellbeing. They feel proud to contribute to the school’s ongoing success.

p.4

Leadership and governance Strong standard

Trustees maintain strategic oversight through robust, well-established systems. These give them a clear understanding of the school’s strengths and areas for development. Trustees use this insight to shape the support and challenge they provide to the school. Local governors work in tandem with the trust and ensure that they meet their delegated responsibilities.

p.4

Leadership and governance Strong standard

Leaders work collaboratively across the trust so that pupils benefit from a wide range of learning opportunities. They build meaningful partnerships with parents, carers and the wider community. Parents would recommend the school without reservation. They are rightly proud that the school is ‘like a family’ and that staff go ‘above and beyond’ to educate the whole child.

p.4

Personal development and wellbeing Strong standard

Leaders provide a personal development programme shaped by the school’s vision for pupils to 'develop deep roots and flourish'. The offer is coherently planned from early years through to Year 6, moving from ‘exploration and play’ to ‘leadership and mastery’. Older pupils embrace roles as buddies for younger children, which help them develop leadership qualities and become more self-assured.

p.4

Personal development and wellbeing Strong standard

The school weaves its core values, such as compassion and justice, through the curriculum. Pupils show a secure understanding of equality and explain why discrimination is wrong. They talk confidently about democracy and fairness. Pupils apply this knowledge when electing the school council.

p.4

Personal development and wellbeing Strong standard

Leaders broaden pupils’ horizons through purposeful links with the local and wider community. Pupils learn about active citizenship when visiting a local care home, where they read, sing and talk with residents. Time spent at a refugee retreat deepens pupils’ empathy, cultural awareness and sense of social responsibility. Relationships, sex and health education is age-appropriate and taught sensitively. Younger pupils learn about healthy eating choices and how to describe their feelings. Pupils understand road and online safety, as well as local environmental risks, such as ticks from the nearby common. They use a range of mindfulness and calming techniques to support their wellbeing. Pupils know where to seek help if they need it.

p.4

Personal development and wellbeing Strong standard

The school teaches positive learning behaviours from the early years onwards. Pupils know the importance of never giving up and being curious. They strive to receive a ‘golden book’ award for demonstrating these qualities.

p.5

Personal development and wellbeing Strong standard

Staff enrich pupils’ personal development through music, oracy competitions, outdoor learning and sports. Leaders track participation carefully, so all pupils have opportunities to represent the school. Year 6 pupils gain insight into the world of work by volunteering in the local café and shop, applying skills such as mathematics in real contexts.

p.5

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

Pupils embody the school’s vision every day. They speak confidently about being ‘seeds’ who grow deep ‘roots’ and flourish within the 'rich soil' the school provides. Pupils describe Amberley as a ‘small but mighty’ school. Staff nurture pupils so they develop into respectful citizens. Pupils feel proud to belong to a community where they thrive academically, personally and socially.

p.5

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

Pupils are confident, curious learners. They take great pleasure in celebrating one another’s successes in lessons and during the weekly ‘golden book’ awards. Pupils talk enthusiastically about their learning. They enjoy the breadth of opportunities available to them, from music lessons to outdoor education. Pupils achieve highly in all they do. This is reflected in consistently above-average outcomes in national assessments in reading, writing and mathematics. Equally, pupils’ depth of knowledge across the wider curriculum subjects is impressive. Pupils with special educational needs and/or disabilities make sustained progress. Leaders identify additional needs early and provide timely support, without lowering expectations.

p.5

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

Pupils feel safe and well cared for. They are eager to be in school, and the vast majority attend regularly. Bullying is very rare. Pupils trust adults to deal with any concerns quickly and effectively. Behaviour is respectful in lessons and around the school. Pupils show kindness and compassion towards staff and one another. Older pupils take on a variety of responsible roles, such as librarians and play leaders. In doing so, they strengthen their leadership skills and deepen their confidence. Younger pupils look up to them as role models they can emulate.

p.5

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

A broad range of enrichment opportunities helps pupils feel connected to their community. These include extra-curricular clubs, games on ‘the green’ and visits to the local residential home. Pupils leave the school as independent, well-rounded individuals who are ready for the next stage of their education.

p.5

Team inspector:

Julie Carrington, His Majesty's Inspector

p.6

Next steps

Leaders, including the trust, should continue to prioritise evidence-informed, high standards of teaching so that there is a transformational impact on achievement for all pupils, including children in the early years foundation stage.

p.6

About this inspection

This school is part of The Diocese of Gloucester Academies 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), Canon Rachel Howie, and overseen by a board of trustees, chaired by Reverend Craig Huxley-Jones.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, senior leaders, the special educational needs and disabilities coordinator and groups of staff during the inspection. Inspectors met with the deputy CEO, the regional effectiveness lead for the trust and members of the board of trustees. An inspector also spoke with a representative from the Diocese of Gloucester.

p.6

About this inspection

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

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is registered as having a Church of England religious character. It is part of the Diocese of Gloucester. The school received a section 48 inspection for schools of a religious character in June 2022.

p.6

About this inspection

The school does not currently make use of any alternative provision.

p.6

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 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. National average: 26.3%

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.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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

Disadvantaged pupils reaching the expected standard in reading

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

p.10

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

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

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.

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.14

Persistent absence

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

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.

p.15

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.

p.15

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