Queensway School

Queensway School

Address: Queensway, Banbury, Oxfordshire, OX16 9NF Unique reference number (URN): 122996

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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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Early years Strong standard

Children thrive in the early years. They are very well prepared for the next stage of their education. Leaders have prioritised the early years to give children the best start to their education. The curriculum is broad, balanced and highly responsive to children’s needs. Learning and activities are carefully planned and precisely structured.

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Early years Strong standard

Communication and language are prioritised. Adult interactions with children are intentional. They maximise opportunities for children to develop their language skills. For example, children in nursery describe their faces while looking in the mirror. Adults use prompts in the outdoor environment to help children in Reception to talk about the life cycle of a frog.

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Early years Strong standard

Staff get to know children and their families quickly. Home visits and stay-and-play sessions allow staff to identify children’s needs early. Adjustments and adaptations are appropriate and responsive to changing need. As a result, children with special educational needs and/or disabilities make steady progress alongside their peers.

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Early years Strong standard

The early years is a nurturing and safe environment. Children readily engage with adults who they trust. At a very early stage in the year, children are confident, curious and willing to persevere. Adults encourage children to build independence and self-care. For example, children sing the snack song to learn about the importance of safe eating practices. Staff model personal hygiene practices such as washing hands and blowing noses.

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Inclusion Strong standard

This is a highly inclusive school. Leaders are relentless in their ambition to ensure that all pupils are successful. They get to know pupils quickly. Leaders carry out home visits and invite families into school to develop a holistic understanding of pupils and their needs.

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Inclusion Strong standard

Barriers to learning are addressed swiftly and effectively. Pupils with special educational needs and/or disabilities are supported highly effectively. Adaptations in the classroom are skilfully implemented by staff who are well trained and expertly deployed. Additional interventions are timely and appropriately targeted to need. Leaders and staff respond to changes quickly through careful ongoing monitoring. Pupils with the highest level of need receive a personalised programme of support. Alternative provision and the school’s dedicated support spaces ensure that these pupils get what they need to thrive.

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Inclusion Strong standard

Leaders use a range of evidence to inform their strategy to support disadvantaged pupils. Additional funding is used appropriately to enhance learning opportunities and experiences for these pupils. Consequently, these pupils achieve well from their starting points.

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Personal development and wellbeing Strong standard

The personal development programme is highly effective. Leaders have developed a carefully planned and responsive curriculum. They ensure that all pupils can participate and benefit fully. Recent changes to the statutory curriculum have been swiftly implemented. The

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Expected standard

content ensures that pupils, including those who are disadvantaged or those with special educational needs and/or disabilities, are very well prepared for life in modern Britain.

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Expected standard

Pupils develop detailed knowledge across the curriculum. They have a secure understanding of how to stay safe online. Pupils know how to keep themselves healthy, including the risks associated with harmful substances. They can identify strategies to keep their body and mind healthy.

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Expected standard

Pupils develop their talents and interests through extra-curricular activities. These include lunchtime and low-cost options to ensure that all pupils can benefit. Participation is closely tracked and actively encouraged. Enrichment opportunities such as residential trips and school visits are carefully planned to maximise learning. For example, pupils enthusiastically recall a museum trip to learn about crime and punishment in Victorian times.

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Expected standard

Pastoral support is timely and effective. Pupils benefit from sessions with the home school link worker and school counsellor. ‘Place to Talk’ provides a space at lunchtime for those who need it. Staff help pupils to develop strategies to understand and manage their own emotions. Pupils use emotion cogs to talk about their experiences and worries.

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Expected standard

Pupils are tolerant, respectful and kind. This is underpinned by the school values and pupils’ understanding of British values. Year 5 pupils benefit from a partnership with the local special school. Pupils explain how this experience helps them better understand the barriers some children and young people face. Pupils develop a practical understanding of democracy by voting for leadership responsibilities. The impact of the personal development programme is reflected in pupils’ attitudes and behaviours. They are confident, resilient and behave with integrity.

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Achievement Expected standard

Pupils achieve well at Queensway. Core skills of reading, writing and mathematics are prioritised. As a result, pupils, including those who are disadvantaged, achieve well in statutory assessments. They are well prepared for the next stage of their education. Any gaps in learning are closing quickly. Pupils with special educational needs and/or disabilities achieve well from their starting points. For some pupils, progress is rapid.

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Achievement Expected standard

Pupils produce high-quality work across the curriculum. They demonstrate appropriate knowledge and skills. In some areas, knowledge is detailed. However, this is not yet consistent across all subjects and year groups. Pupils in Year 6, for example, provide a comprehensive explanation of how Henri Rousseau used the colour wheel to create artwork. Sometimes, pupils find it difficult to recall and explain their learning. For example, pupils in Years 3 and 4 are less confident in their knowledge of chronology in history. Some pupils' understanding of subject-specific vocabulary is not as embedded as it could be.

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Attendance and behaviour Expected standard

Most pupils attend school regularly. Overall attendance is broadly in line with national averages. Leaders are relentless in their ambition to improve attendance further. They work closely with families, governors and external agencies to promote high expectations and address frequent absence. Personalised strategies help to bring about improvement, particularly for pupils who are persistently absent or have high-level special educational needs and/or disabilities. Alternative provision and the school’s Bridge and Haven spaces are effective at reducing absence for pupils awaiting specialist provision. Leaders have introduced universal strategies, such as 'Move it Monday', to support pupils at risk of persistent absence. However, it is too early to see the full impact of this work.

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Attendance and behaviour Expected standard

Kindness and warmth permeate this school. Pupils behave very well. This is because rules, routines, attitudes and behaviours are embedded and consistently understood by staff and pupils. Pupils settle quickly to learning. Transitions are smooth. Low-level disruption is rare because pupils are self-disciplined and dedicated to their learning. Pupils know what bullying is. They do not worry about it happening at Queensway. They have confidence that adults will resolve any concerns quickly. Incidents are infrequent, but leaders have robust procedures in place to respond should they arise. Leaders’ highly inclusive approach ensures that pupils who need support to behave well get what they need to thrive.

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Curriculum and teaching Expected standard

Pupils benefit from a broad and balanced curriculum. They are enthusiastic about lessons and the range of subjects on offer. This is because teaching is effective and leaders make appropriate strategic decisions to secure ongoing improvement. Leaders understand their pupils’ needs very well. Consequently, there is a sharp focus on core skills of reading, writing and mathematics.

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Curriculum and teaching Expected standard

Reading is taught very well. Phonics is delivered with consistency and rigour. Leaders prioritise adult support during reading sessions so that all pupils receive high-quality personalised input. Pupils learn to write with fluency and at length. Spelling, punctuation and grammar are taught effectively. However, leaders’ plans to further develop the teaching of writing, including handwriting, are still to be embedded.

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Curriculum and teaching Expected standard

Staff are well equipped to deliver the curriculum. Resources, including support staff, are deployed to support pupils highly effectively. Adaptations and adjustments ensure that all pupils, including those with special educational needs and/or disabilities, can participate and achieve. Leaders expertly balance support with helping pupils to become independent and resilient learners.

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Curriculum and teaching Expected standard

Pupils’ language and communication skills are prioritised. Knowledge organisers identify ambitious vocabulary to be taught. Staff generally use strategies to promote discussion effectively. More time is required to see the full impact of leaders’ work in this area.

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Leadership and governance Expected standard

Pupils are at the heart of everything leaders do at Queensway. Leaders are relentless in their ambition to ensure that all pupils can thrive. Leaders at all levels have a thorough understanding of the school’s strengths and areas for development. They identify priorities appropriately. Development plans are robust and focus on the impact for pupils. Where leaders focus their attention, they have a positive impact. However, improvement is more rapid in some areas of the school’s work than others.

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Leadership and governance Expected standard

Governors share leaders’ vision for the school. They are passionate and highly skilled. Governors monitor leaders’ work closely. They provide support and challenge to assure themselves that statutory requirements are fulfilled and that leaders’ actions are impactful. Workload and wellbeing are thoughtfully considered by leaders, including governors. Practical steps are taken to ensure that staff can fulfil their responsibilities and maintain a good work-life balance.

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Leadership and governance Expected standard

Leaders have created a learning community at Queensway. The professional learning programme aligns with school priorities and involves all staff. It is evidence-informed and focuses on long-term impact. Leaders are outward looking. Staff benefit from the opportunity to engage in national professional qualifications, local partnership groups and projects to develop and share expertise. Consequently, staff feel valued at Queensway. They are overwhelming in their praise for the school’s leadership.

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Leadership and governance Expected standard

Leaders prioritise building positive and productive relationships with parents and carers. As a result, parents are effusive in their praise for the school. They describe the school as a safe and caring environment with staff that go above and beyond for their child.

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

Pupils are happy and secure in this inclusive and caring school. They are at the heart of every decision that leaders make. Leaders are tenacious in their ambition to remove barriers so that all pupils can thrive. As a result, pupils enjoy coming to school and feel that they belong here.

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

Pupils behave very well at Queensway. They live and breathe the vision and values of the school through their conduct, attitudes and behaviours. Pupils follow instructions diligently. They settle quickly to learning and interact with adults and peers with kindness and respect. Playtimes are harmonious. Pupils know what bullying is, but it is not something that they worry will happen at school. They say that occasional disagreements are resolved quickly by staff who they trust to help them. As a result, pupils feel safe and cared for.

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

Pupils enjoy learning. This is because teaching is effective and there is a commitment to preparing pupils for their next steps. Teachers generally model new learning accurately. They use their comprehensive knowledge of pupils to inform what they teach and to match learning to their needs. As a result, pupils, including those who are disadvantaged or those with special educational needs and/or disabilities, achieve well in national tests and make good progress from their starting points. Pupils receive timely support when they need it. Leaders listen carefully to pupils and their parents when designing this. Pupils with the highest level of need receive personalised provision. Leaders are skilled in providing adaptations and adjustments. Consequently, pupils are supported to become independent and resilient learners.

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

Pupils benefit from a carefully planned personal development programme. This includes a wider offer that enriches their learning. Pupils learn how to keep themselves safe and maintain healthy relationships. They understand the risks associated with the online world. Pupils are proud of their school. They embody the school’s vision to rise to the challenge and strive to be the best they can be.

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Next steps

Leaders should continue to ensure that they identify and tackle barriers to attendance, with a particular focus on pupils at risk of persistent absence. Leaders should continue to develop their approach to the teaching of writing, including handwriting, so that achievement continues to improve. Leaders should continue to develop pupils’ language, communication and vocabulary across the curriculum so that pupils can articulate their knowledge and ideas with detail and precision.

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About this inspection

The chair of the board of governors in this school is Matthew Ingall.

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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

This inspection took place on 9 and 10 September 2026.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher and other senior leaders during the inspection. They also spoke with members of the governing body, a local authority representative, alternative provision providers, staff, parents and pupils.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one unregistered alternative provision.

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About this inspection

There have been no relevant changes since the previous inspection.

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Team inspectors:

Ian Elkington, Ofsted Inspector Richard Thomas, His Majesty's Inspector Louise Warren, Ofsted Inspector

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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 9 September 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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average

2022/23 (final) 61% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2023/24 (final) 81% 74% Close to average

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average

2022/23 (final) 69% 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) 74% 72% Close to average

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average

2022/23 (final) 68% 71% 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

2022/23 (final) 78% 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

2024/25 (final) 55% 47% Close to average

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national average

2022/23 (final) 44% 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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average

2023/24 (final) 65% 62% Close to average

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average

2022/23 (final) 56% 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

2024/25 (final) 55% 59% 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

2024/25 (final) 73% 61% Close to average

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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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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

2023/24 (3 term) 5.9% 5.5% Close to average

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national average

2022/23 (3 term) 6.2% 5.9% 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

2023/24 (3 term) 15.1% 14.6% Close to average

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national average

2022/23 (3 term) 17.2% 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.

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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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