Schools & FE · Report card

Freeland Church of England Primary School

Inspected 15 Sept 2026 · published 14 Oct 2026 · URN 140916

Original PDF ↗

Summary

No overall grade in this frameworkSafeguarding met

Neil Pilsworth (lead), Vanessa Mason

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
15 Sept 2026
Inspectors verified
Neil Pilsworth, Vanessa Mason
Postcode verified
OX29 8HX
Name on report verified
Freeland Church of England Primary School
Safeguarding verified
Met
URN verified
140916

Page 1 of 16

Deep dive

What this report says

In plain English

Join free to get a short, plain-English summary of any report.

Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+76Very positivemore positive than 56% of reports of this type

In line with other reports of this type.

Praiseeffectivelypositivehigh expectationsfeel safeconfidentnurturingenjoysuccessfully

Criticismgapsconcernsnot alwaysdisruptionnot yetabsence

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1579w+78
Leadership201w+59
Safeguarding51w−11
What needs to improve40w+50

Strengths

Quoted from the report. Tap to see it on the page.

Concerns

Quoted from the report. Tap to see it on the page.

No strong criticism found.

Next steps

Quoted from the report. Tap to see it on the page.

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,871; about usual (typical 1698)
Reading level: Hard; Flesch 45, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 55%Leadership 7%Safeguarding 2%What needs to improve 1%About the inspection 35%

Full report text

Freeland Church of England Primary School

Address: Parklands, Freeland, Freeland Primary School, Witney, Oxfordshire, OX29 8HX Unique reference number (URN): 140916

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 Expected standard

Overall, pupils achieve well. They are ready for the next stages in their education. This is reflected in outcomes over time in the Year 1 phonics check and key stage 2 national tests. Disadvantaged pupils and pupils with special educational needs and/or disabilities progress well through the curriculum from their starting points.

p.2

Achievement Expected standard

Typically, pupils have the knowledge they need to tackle more and more complex tasks. On the whole, pupils are confident in using both their reading and mathematical knowledge in different ways to access the whole curriculum successfully. However, pupils' writing fluency is not yet as developed. As a result, pupils' letter formation and spelling are not always in line with the school's expectations.

p.2

Achievement Expected standard

Across the school, most pupils develop appropriate knowledge across a broad range of subjects. However, pupils’ knowledge across the curriculum is more detailed in some subject areas than others.

p.2

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 regularly. Leaders understand the barriers pupils face and take appropriate action to address them. Leaders’ decisive actions mean attendance is broadly in line with, or above, national averages for all groups.

p.2

Attendance and behaviour Expected standard

From the beginning of Reception, children learn the school’s routines and expectations well. This builds a culture of care and respect throughout the school. They understand why behaviour is important and can explain the systems clearly. Positive relationships underpin the school’s kind, supportive ethos. Staff understand and apply the school’s behaviour systems effectively. They use this knowledge to give pupils the support they need to meet the school’s high expectations. Staff deal with any incidents of derogatory language or unkindness swiftly and effectively. The result is a nurturing environment where pupils can learn with little disruption.

p.2

Attendance and behaviour Expected standard

Throughout the school, pupils are enthusiastic about their learning. Playtimes are joyful. Pupils of all ages play together happily. They show empathy towards each other and enjoy spending time with their friends.

p.2

Curriculum and teaching Expected standard

Leaders have put in place a broad, ambitious and well-ordered curriculum. They know where it is working well and where further refinements are needed.

p.2

Curriculum and teaching Expected standard

Throughout the school, reading is a priority. Carefully chosen texts support pupils’ comprehension and help to build their vocabulary. Skilled staff ensure that pupils who need further practice receive it so they can read fluently. Some pupils have gaps in their writing fluency, particularly their spelling and letter formation. Leaders' actions to address this are resulting in some improvements for pupils. However, at times, these gaps persist.

p.2

Curriculum and teaching Expected standard

Knowledgeable staff are adept at explaining and modelling concepts and new learning. Tasks are typically well designed to help pupils build their learning securely. However, leaders are working to ensure that staff check pupils’ understanding consistently well. This is so that any gaps in knowledge are identified swiftly and addressed promptly.

p.3

Curriculum and teaching Expected standard

Staff have a secure understanding of pupils’ needs and vulnerabilities. They usually support pupils well and adapt learning when this is needed. For example, staff use information from support plans to ensure that the curriculum is carefully adapted to pupils' identified needs and targets. They provide sensitive support so that pupils with special educational needs and/or disabilities can access the curriculum successfully.

p.3

Early years Expected standard

Children in early years get off to a positive start. They are well prepared for Year 1. Leaders prioritise developing children’s language and communication skills. Staff interactions with children are typically of a high quality. Staff emphasise and model appropriate vocabulary to children effectively. They do this through engaging rhymes and songs that children enjoy and remember.

p.3

Early years Expected standard

The teaching of reading begins as soon as children join the school. Leaders ensure that staff receive the training they need. Staff have a secure understanding of the school’s phonics programme and teach it skilfully. They ensure that children get the chance to practise their reading and writing throughout the curriculum. Children are supported effectively to keep up with their peers.

p.3

Early years Expected standard

Leaders have thought carefully about the design of the curriculum in the early years. Leaders have refined the identification of the small steps in learning. This is helping staff to identify gaps in children’s knowledge more quickly and effectively. Children, including those with special educational needs and/or disabilities, engage with meaningful learning across the provision. Leaders and staff work collaboratively with parents and carers. They quickly identify any barriers to learning that children may have. This includes those children who join the school at different times of the year.

p.3

Early years Expected standard

Staff build caring and supportive relationships with children. Children seek help from adults if they cannot resolve a problem or when they have worries. Staff respond sensitively to children's individual needs. They help children feel safe and that they belong.

p.3

Inclusion Expected standard

The school has high expectations for all pupils. Leaders promote a school culture where diversity is celebrated and every pupil is valued. They make decisions that are firmly rooted in pupils’ best interests. For example, leaders have improved classroom resources, which enable pupils to access learning effectively. They also identify specific barriers to learning and put tailored support in place. Well-chosen strategies help pupils to regulate their emotions and be ready to learn. This ensures that pupils' needs are addressed and that they are fully included in all aspects of school life. As a result, pupils develop increased confidence and independence.

p.3

Inclusion Expected standard

Leaders work well with staff to ensure that the curriculum is adapted effectively. Staff are trained to use a step-by-step approach to assess pupils’ needs, plan appropriate support and review their impact. As a result, pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care progress well from their individual starting points.

p.4

Inclusion Expected standard

Leaders and staff work efficiently with external specialists and pupils’ families to ensure that the provision is effective. They monitor pupils’ progress systematically and evaluate the impact of interventions to inform future planning. They make changes where required to remove barriers for vulnerable pupils.

p.4

Inclusion Expected standard

Pupil premium funding is used appropriately to enhance access and outcomes for disadvantaged pupils. Leaders check that this money is having a positive impact on these pupils’ progress in all aspects of their education.

p.4

Leadership and governance Expected standard

Leaders understand the community they serve well. They work purposefully to raise aspirations for what pupils can achieve. Together with staff, they ensure that pupils have every opportunity to achieve well. Leaders make decisions 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. They ensure that pupils receive the support they need to succeed.

p.4

Leadership and governance Expected standard

Leaders have a deep understanding of the strengths and areas that they need to prioritise. They have taken the right actions to ensure that pupils learn increasingly effectively. The layers of governance in the trust fulfil their statutory duties and have a deep knowledge of the school’s context. Alongside trust leaders, governors understand their role, and work collaboratively with leaders to challenge them constructively. Leaders ensure that pupils’ educational and wider experiences prepare them well for their futures.

p.4

Leadership and governance Expected standard

Leaders prioritise the workload and wellbeing of staff. As a result, staff feel valued. This creates a team ethos. The school has an open culture where staff feel empowered to share their views. Staff benefit from a well-structured professional development programme that is informed by research and enhanced by the expertise within the trust.

p.4