St Mary's Church of England Primary School, Banbury

Banbury

Address: St Mary's C of E Primary School Southam Road, Banbury, Oxfordshire, OX16 2EG Unique reference number (URN): 144872

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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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Personal development and wellbeing Strong standard

Personal development is a strength of this school. Leaders ensure that the personal development programme is broad, well planned and suitable for the school's context. They ensure that staff have the knowledge and skills they need to teach the content of the personal development programme. Leaders carefully monitor and review the impact of the provision and can see the effect it has on attendance and wellbeing. The personal development curriculum meets statutory requirements.

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Personal development and wellbeing Strong standard

The curriculum and wider opportunities prepare pupils well for life beyond school. For example, pupils are taught to recognise online and offline risks to their wellbeing, such as the dangers of sharing personal information and the impact of viewing harmful content online. They are made aware of the support available to them if they have a concern or worry. Leaders and staff know their pupils and are vigilant in identifying individuals or groups who need additional pastoral support. Pastoral support is well matched to pupils' needs and targeted at those who may need extra guidance or care. Effective relationships with parents, local authorities and other external agencies are drawn on to strengthen the support.

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Personal development and wellbeing Strong standard

Participation in clubs and interschool sport is carefully tracked. A range of enrichment opportunities further support pupils' preparation for life in modern Britain and life outside the school gates. Leaders know their families very well and provide additional bespoke support for them when needed. This includes providing cooking facilities for asylum-seeking families.

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Personal development and wellbeing Strong standard

Pupils demonstrate detailed knowledge of the personal, social and health education curriculum. They have an age-appropriate understanding of healthy relationships. Pupils develop their ability to be reflective about their own beliefs and are tolerant and respectful of other faiths, feelings and values. Pupils' talents and interests are nurtured, developed and extended through a range of opportunities that are accessible to all pupils, including clubs, music, interschool sport and leadership roles.

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Attendance and behaviour Expected standard

Leaders analyse and track absence patterns carefully. Where needed, they work closely with parents and carers to help pupils attend school more regularly. Approaches to tackling persistent absenteeism are having an impact, including the schools' work on punctuality. Leaders take action to ensure pupils with poorer attendance are supported to be in school. They have a clear understanding of the barriers that some pupils face in securing good attendance and are taking the appropriate action. Leaders' actions have ensured attendance is broadly in line with national averages. Further work on tackling persistent absenteeism is beginning to have an impact.

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Attendance and behaviour Expected standard

Pupils' behaviour around the school and in lessons is excellent. They focus well and engage positively in their learning. Leaders ensure that there are clear systems and routines for pupils to follow. From the beginning of Nursery, children learn the school's routines and expectations well. Because of this, pupils know what is expected of them. The positive behaviour culture across the school ensures that pupils feel safe and valued. Pupils respect each other deeply and are tolerant of differences. Any pupil who struggles with the high behaviour expectations is guided and supported well to make the right choices. As a result, any unkindness or bullying is rare. Leaders address any such incidents swiftly and support pupils in knowing who to speak to should they have a worry. The school's nurture provision plays an important part in helping pupils should they need support.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum. Pupils love learning. The curriculum is well sequenced and progressive, building on prior knowledge and addressing gaps. Typically, the curriculum is taught well and staff have secure subject knowledge. The curriculum is designed so pupils can make sustained progress through it. Leaders know where they need to embed and strengthen practice further so it is more consistent. For example, some transcriptional (handwriting and spelling) errors are not picked up as quickly as leaders intend. Leaders are implementing ways for pupils to write more frequently within lessons and across the curriculum to support the development of their writing fluency.

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Curriculum and teaching Expected standard

Staff carefully check gaps in pupils’ knowledge and understanding so they can support them where necessary. Where pupils with special educational needs and/or disabilities (SEND), or those who are recent arrivals to the school, require additional support, staff provide effective assistance. Teachers use appropriate adaptations, including, for example, visual prompts and word banks, to help pupils access learning. This ensures that pupils with SEND, or those who are new to speaking English, continue to learn alongside their peers and make steady progress from their starting points.

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Curriculum and teaching Expected standard

The phonics curriculum is carefully structured and taught with fidelity. Staff check and support pupils' learning so that additional help can be offered. This means that, where possible, pupils can keep up with their peers.

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Early years Expected standard

Children in the early years get off to a positive start. They settle quickly and establish purposeful routines from a young age. Staff get to know children well from the time they start nursery. Leaders ensure that there is a smooth transition for children when they start school. Care routines for younger children are established and appropriate.

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Early years Expected standard

Leaders have ensured that the curriculum is well planned. They are ambitious for children to learn the important knowledge and skills they need to be ready for the next stage of their education. This includes a focus on ensuring that children develop appropriate handwriting skills and build their vocabulary. The teaching of reading begins as soon as children join the school. Leaders ensure that staff receive the training they need. As a result, staff have a good understanding of the school's phonics programme and teach it skilfully.

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Early years Expected standard

Activities in the continuous provision are linked to the key areas of learning and provide children with an opportunity to build on their knowledge and skills. Children show sustained levels of engagement and are keen to learn. Overall, children, including those who are disadvantaged or those with special educational needs and/or disabilities, progress well from their starting points. Barriers to learning are identified quickly through careful checks on what children already know.

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Inclusion Expected standard

Leaders identify needs quickly and accurately. They have a secure understanding of pupils' needs and the progress they make from their starting points. Many pupils arrive with little or no English and are supported to settle quickly into school life. Leaders use the information they have to provide appropriate interventions and adaptations where necessary. Typically, these interventions meet the needs of the pupils but could on occasions be more precise so they are more carefully matched to pupils' needs.

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Inclusion Expected standard

Leaders have high expectations for pupils with special educational needs and/or disabilities. Nurture provision is highly targeted and supported by well-trained staff, who provide families with strategies and advice. The additional support ensures that pupils and families feel they belong within the wider community and develop lasting friendships.

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Inclusion Expected standard

Staff work with specialist agencies where appropriate, and they adapt their provision to include recommendations from these teams. Leaders engage fully and are supported through wider networks within the trust and local area to share good practice.

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Inclusion Expected standard

The pupil premium strategy is well thought through and research based. Leaders have written and adapted it to meet the needs of the cohort of disadvantaged pupils in school. Staff are aware of the needs of the pupils and the challenges they face.

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Leadership and governance Expected standard

Leaders adapt skilfully to the ever-changing needs of their cohort of pupils. They know their families and community well. Leaders at all levels are dedicated to the school and want pupils to thrive, many of whom who have come from overseas or challenging circumstances.

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Leadership and governance Expected standard

Leaders work hard to raise aspirations of what pupils can achieve. Together with the trust, governors and staff, they ensure that pupils have every opportunity to achieve well. Leaders make careful decisions that are in the best interests of pupils, particularly those with special educational needs and/or disabilities, disadvantaged pupils, and pupils who face other barriers to learning, such as pupils who join the school with little or no English. They ensure that pupils receive targeted support so that they can access learning and school life.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school's strengths and the areas they need to refine. They have taken the right actions to ensure that pupils learn well, such as redeveloping the mathematics curriculum.

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Leadership and governance Expected standard

The school is well supported by the trust and joint governing board, who fulfil their statutory duties diligently and have a deep knowledge of the school's context. They understand their role and work closely with leaders. This includes providing both appropriate challenge and support.

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Needs attention

Leaders prioritise the workload and wellbeing of staff. As a result, staff feel valued and are proud to work at the school. There is a genuine family feel to the school. Staff benefit from a well-structured professional development programme that is informed by research and tailored to the school's strategic priorities and the needs of the pupils.

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Achievement Needs attention

Published outcomes have been below national levels over time. Pupils' achievement continues to be an area of focus for leaders. This is because many pupils join the school at different starting points and often with English as an additional language. In addition, many pupils have complex additional learning or emotional needs. Leaders, however, ensure that all pupils are supported well in the classroom to access the curriculum and work hard to secure their basic skills in reading and mathematics. Leaders know that pupils need to develop their writing fluency across the curriculum. They are working with staff to identify any errors in transcription (handwriting and spelling) sooner so that any gaps in learning can be closed quicker.

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Achievement Needs attention

Pupils do make progress through the curriculum from their many varying starting points. Younger pupils learn to read and count. As a result, they achieve well in the Year 4 multiplication check. Pupils learn a broad curriculum and can often make links across their learning. For example, they know how the Second World War influenced the Windrush generation.

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

Pupils are happy and feel safe. They are proud to belong to St Mary's Banbury, and they live out their school values of 'Koinonia, Endurance, Compassion and Truth' in all they do. Older pupils know that they are role models to the younger children. They relish supporting them in learning or at social times. Play times are joyous occasions where pupils interact, support and play well with their friends, climbing trees or making dens.

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

Pupils behave well and with respect towards each other. They say that bullying is rare. As a result, there is a calm and harmonious atmosphere across the school. In lessons pupils focus well and want to learn. Pupils say that they are kind to each other and that everyone is welcome at their school.

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

Pupils often start the school with little or no prior school experience. Many pupils have an additional special educational need and/or disability or are disadvantaged. Staff and pupils welcome new arrivals to the school. They ensure that they settle quickly and that their social and emotional wellbeing is a priority. Pupils, including those who are disadvantaged, work hard to meet the high expectations of staff. They benefit from staff knowing the barriers they face. Teachers typically adjust the curriculum appropriately when needed. Most pupils make progress through the curriculum and remember more of their learning. However, too many are not reaching age-related expectations, especially in writing. While most pupils attend school regularly, there are some that do not. These pupils miss out on important learning. Leaders take decisive action in this area.

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

This is a school at the heart of the community. Many staff feel like the school is a family. Leaders do all they can to support pupils and their families, especially those who speak English as an additional language. Pupils benefit from a wide range of opportunities that enrich their experiences of school life. They love their well-planned trips and visits as well as the opportunities to be a leader and celebrate success.

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Next steps

Leaders should continue to strengthen their work to reduce persistent absence and improve punctuality so that more pupils benefit from regular learning. Leaders should 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 continue to further maximise opportunities for high-quality interactions so even more pupils benefit from the strength of the provision in early years.

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About this inspection

This school is part of Oxford Diocesan Schools Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Sharon Mullins, and overseen by a board of trustees, chaired by Kathy Winrow MBE.

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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 school is registered as having a Christian religious character. It is in the Diocese of Oxford. Its last section 48 inspection was 9 May 2024.

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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, school leaders, staff and pupils during the inspection. They also spoke with representatives of the trust, the joint governing board and the diocese.

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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 club.

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Lead inspector:

Simon Woodbridge, His Majesty's Inspector

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Team inspectors:

Stuart Bevan, His Majesty's Inspector Vanessa Mason, His Majesty's 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?

National average: 300 Executive Headteacher: Victoria Woods

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2022/23 (final) 71% 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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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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national average

2023/24 (final) 45% 46% Close to average

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national average

2022/23 (final) 40% 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) 64% 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

2024/25 (final) 50% 59% Close to average

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average

2023/24 (final) 55% 58% Close to average

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average

2022/23 (final) 60% 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

2024/25 (final) 50% 61% Close to average

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average

2023/24 (final) 64% 59% Close to average

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average

2022/23 (final) 50% 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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Urgent improvement

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

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