Harwell Primary School

Harwell Primary School

Address: The Styles, Harwell, Didcot, OX11 0HX Unique reference number (URN): 123062

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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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Attendance and behaviour Strong standard

The importance of high attendance is consistently promoted so that the majority of pupils attend school very well. This is because leaders and staff establish a culture that is highly conducive to learning in which pupils of all ages flourish and want to be in school. Leaders analyse attendance patterns carefully and respond quickly when concerns emerge. They work with families with external agencies to tackle barriers which, when combined with their robust systems, results in high attendance.

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Attendance and behaviour Strong standard

Behaviour expectations are high and consistently applied through a carefully designed behaviour curriculum. Classrooms are calm, and pupils behave well in lessons and at social times. Pupils are attentive and take pride in their work. Staff use clear routines and positive relationships to prevent low-level disruption. When concerns do arise, leaders take swift action involving parents and carers or external agencies to provide support. Leaders track any behaviour incidents effectively and intervene swiftly, should they need to. Assemblies reinforce the school’s values and high expectations. Older pupils support younger children very well. Social times are harmonious occasions, where pupils play creatively with their friends. Pupils know that bullying and discriminatory behaviour are not tolerated and know what to do if they have a worry.

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Early years Strong standard

Children thrive and get off to a positive start in the early years provision. A well-considered and engaging environment promotes purposeful play and language development. Children engage well with adults and each other, and also show a level of independence already, accessing the provision with confidence. The curriculum is carefully mapped out across all areas of learning. Staff prioritise language and communication as well as pupils' personal, social and emotional development. Leaders ensure that children are ready for the transition into Year 1 and achieve a good level of development.

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Early years Strong standard

Leaders prioritise reading from the start. Staff teach phonics with accuracy and precision. They check learning carefully and intervene swiftly, when gaps in knowledge appear. Mathematics is taught with equal precision so that children develop a secure sense of number and counting. Children behave well, they engage with each other and the staff politely, showing kindness when they play and learn together.

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Early years Strong standard

Staff identify quickly any children who may need additional support. This support allows children to access the provision and engage well with their peers. Children with special educational needs and/or disabilities are guided carefully to gain confidence and independence in the classroom. Staff make highly effective relationships with parents and carers so that any worries or concerns can be addressed quickly.

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Personal development and wellbeing Strong standard

Leaders have developed a programme of personal development that is broad, extensive and informed by the school’s context and pupils’ aspirations. Pupils speak warmly and

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Expected standard

enthusiastically about the range of opportunities they receive. The curriculum for personal development is age-appropriate and sequenced well. Staff teach pupils how to keep themselves safe, including online, and how to look after their mental health. The ‘healthy mind, healthy body’ week is a particular favourite of staff and pupils alike. Pupils talk in depth about their learning and know how to keep themselves physically and mentally fit and well.

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Expected standard

Pupils understand that people have different experiences and backgrounds. They respect those differences, and this contributes to an inclusive school culture. Through assemblies, they learn about fundamental British values and can talk expertly about respect, tolerance and the rule of law in an age-appropriate way.

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Expected standard

Clubs and trips are an entitlement for all pupils. Leaders carefully track participation in the range of activities on offer and target pupils carefully to ensure that all pupils, including pupils with additional needs, can benefit fully. Leaders have thoughtfully designed a programme to develop pupils' character and wider knowledge of the world. Pupils engage in music, drama, art and sport-related activities. Learning the ukulele or singing in the choir are particular favourites. A range of trips, visits and experiences not only enhances the curriculum, but also gives the pupils a unique insight into their village life. Events such as the village produce show and lambing event helps the pupils to learn about sustainability and nature. Leaders seek to understand and remove barriers to engagement effectively where they can.

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Expected standard

Leaders’ deep understanding of their pupils supports their strategic development of the school’s pastoral support programme. A highly effective range of provision is available to support pupils, such as trained therapists within the staff, regular forest school trips and the school dog, which all contribute to pupil wellbeing.

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Achievement Expected standard

Pupils achieve broadly in line with national averages. Most pupils make secure progress through the curriculum from their different starting points. Leaders make sure that pupils generally develop their basic knowledge and skills in reading, writing and mathematics to be ready for their next stages of education. For example, the school's phonics programme ensures that younger pupils learn to read confidently. Staff ensure those pupils who did not pass their phonic screening check in Year 1 receive targeted support, so that they are successful in Year 2. In mathematics, pupils explain how their knowledge of place value has developed through the school, enabling them to now use decimals.

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Achievement Expected standard

Pupils from disadvantaged backgrounds achieve in line with their peers by the end of Year 6. Those pupils with special educational needs and/or disabilities are supported well and make progress from their varying starting points. Leaders actively work to strengthen the achievement of pupils further through recent refinement of the curriculum.

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Curriculum and teaching Expected standard

The planned curriculum is broad and balanced and it provides a well-sequenced programme of learning from the early years to the end of Year 6. For example, in history leaders have carefully considered the order of when things are taught, giving the children a securer understanding of chronology. Leaders ensure that the curriculum equips pupils with the key knowledge and skills they need to achieve well in reading, writing and mathematics. This includes a well-established phonics scheme that is taught with accuracy, enabling the youngest children to learn to read from the start. Pupils who struggle to read benefit from carefully targeted support.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of both the curriculum and teaching. They use this to strengthen and further refine the learning that pupils receive. For example, they have made sure that the school's writing curriculum enables pupils to become more fluent writers. Although this is still in its infancy, the new approaches are having impact already across the work pupils produce.

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Curriculum and teaching Expected standard

Teachers are knowledgeable about the subjects they teach. Overall, they teach the school's curriculum well. For instance, they explain learning clearly and use resources effectively to support pupils’ understanding. Pupils with special educational needs and/or disabilities are supported to access learning effectively. Staff typically check pupils' understanding during lessons. There is sometimes variability in how well these checks are used to adapt teaching in response to pupils' emerging needs, leaders are aware of this and are taking action to address this area of the school's work.

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Inclusion Expected standard

Leaders are ambitious for all pupils. Inclusion lies at the heart of the school’s work. Responsive procedures ensure that pupils can play a full and active role in school life. Staff identify needs promptly and accurately. They work effectively with parents and carers to ensure that pupils get the necessary support they need. This includes working with external agencies and professionals. Leaders review the support regularly to ensure that strategies used in the classroom have an impact on outcomes. Leaders maintain a clear focus on making sure that pupils who experience barriers to their learning or wellbeing are supported well. This includes those pupils with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Recent changes to the school's approaches to SEND provision are thoughtfully considered and supported by a carefully planned programme of training. This ensures that staff have the necessary skills to support pupils directly in the classroom. Leaders are further refining how precisely targets are set for individual pupils and looking at the adaptions to learning that have the most impact.

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Inclusion Expected standard

Additional funding, to support pupils who are disadvantaged, is used effectively. This helps to support these pupils to progress well, both personally and academically. Leaders keep a close check on pupils' learning and progress, adjusting the support in place as required. The pupil premium strategy is tracked precisely and in depth so leaders can identify barriers to learning. All decisions are made in pupils’ best interests.

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Leadership and governance Expected standard

Leaders and governors are unwavering in their commitment to ensuring the best outcomes and experiences for all pupils. They have clear systems in place to track and monitor progress, which gives them an accurate oversight of the school’s work. Leaders have high expectations for what pupils can achieve and constantly look for ways to enhance the curriculum and improve outcomes for pupils.

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Leadership and governance Expected standard

Leaders work with external agencies, including the local authority, to review the school’s performance and to identify areas for development. Pupils’ interests are at the centre of the decisions they make.

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Leadership and governance Expected standard

Governors ensure that their statutory duties are met. They provide effective support and challenge to leaders. Governors assure themselves that processes in place are effective. For example, regular checks on safeguarding practices are carried out and reported on in meetings. Staff feel well supported by leaders and governors. They say their workload and wellbeing are priorities for leaders and, as a result, staff are proud to work at the school and feel valued.

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Leadership and governance Expected standard

Leaders have a clear rationale for their programme of professional learning for staff. Training needs are designed to upskill staff, so that the right support is given to enable pupils to succeed. For example, recent training on making effective classroom adaptations enables staff to make the right choices, when deploying resources and support.

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Leadership and governance Expected standard

Parents and carers are effusive about many aspects of the school's work, including the wider opportunities that pupils receive. Many parents celebrate the family feel of the school, which helps their children feel happy and safe.

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

Pupils love attending this warm and caring school. They feel happy and safe and cherish their many friends and teachers. Older pupils cannot wait to become ‘Play leaders’ in Year 6 so they can support the younger children. Pupils know the school values well and how these help them to be successful. For example, through the value of ‘respect’, pupils show tolerance of others and are welcoming to all.

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

Pupils are kind and thoughtful of others. They feel safe and have no concerns about bullying. Pupils show highly positive attitudes to their learning and want to succeed in all they do. They want to be in school and enjoy learning. Typically, pupils achieve well, due to the appropriate and responsive adaptations that staff make to teaching and the learning environment. Pupils also benefit from many curriculum enrichments that bring learning to life, such as the annual village lambing event. Any barriers to learning or wellbeing that pupils have are identified early and support put into place. This leads to high attendance and pupils achieving broadly in line with national averages over time, including pupils with special educational needs and/or disabilities. It prepares them well for their next stages of education.

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Lead inspector:

Simon Woodbridge, His Majesty's Inspector

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Team inspectors:

Alison Robb-Webb, Ofsted Inspector Christian McGuinness, Ofsted Inspector Pupils benefit from a wide range of experiences that go beyond the academic. They are encouraged to become active and responsible citizens. For example, taking part in the village produce fair and understanding the importance of eating healthily. Pupils appreciate visits that enhance the curriculum, such as their residential trips. They are taught how to keep safe, both online and in the wider world. Pupils relish the opportunities given to them through school clubs, such as archery, choir and learning to play an instrument.

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Next steps

Leaders should continue to ensure that staff identify and address gaps in pupils' knowledge quickly and effectively, particularly in foundational writing skills, so that pupils achieve consistently well. Leaders should further embed their new approaches to curriculum and teaching so that activities precisely match the intended learning so that more pupils deepen their knowledge over time.

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About this inspection

The chair of the board of governors in this school is Sarah Mawle.

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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 headteacher, assistant headteacher, special educational needs coordinator, staff, pupils, parents and carers during the inspection. They also met with representatives of the governing body and a representative of the local authority.

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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 no alternative provision.

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About this inspection

The school runs its own breakfast and after-school care.

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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 15 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. National average: 26.5%

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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) 62% 62% Close to average

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average

2022/23 (final) 60% 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

2024/25 (final) 77% 75% Close to average

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average

2022/23 (final) 70% 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

2022/23 (final) 67% 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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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) 50% 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

2022/23 (final) 71% 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

2023/24 (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

2023/24 (final) 63% 59% Close to average

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average

2022/23 (final) 57% 59% 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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Persistent absence

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

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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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