Brightwell-Cum-Sotwell Church of England Primary School

Primary School

Address: Greenmere, Brightwell-Cum-Sotwell, Wallingford, Oxfordshire, OX10 0QH Unique reference number (URN): 144568

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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 Expected standard

Leaders understand the strengths of the early years and know what still needs to improve. They are taking the right steps to make sure that children are well prepared for Year 1. Leaders have planned a coherent curriculum that builds children's knowledge and skills over time. They give a high priority to helping children learn to read, form letters correctly and develop their speaking and vocabulary. When children start school, teachers find out what they already know and can do. They use this information to plan the right support and to check how well children are developing.

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Early years Expected standard

Most children make good progress and achieve a good level of development by the end of the Reception Year. Outcomes are typically above the national average. Staff know the children well and create a warm and caring environment where children feel safe, happy and confident. Leaders make sure that children are well cared for and that all the statutory requirements for the early years are met. Clear routines help children behave well and settle quickly. Most children stay focused on their chosen activities and enjoy learning. Adults ensure that pupils engage with high-quality interactions. However, occasionally, opportunities to build on children's ideas are missed.

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Personal development and wellbeing Expected standard

Leaders have planned a personal development curriculum that grows pupils' knowledge over time. The curriculum ensures that pupils develop an age-appropriate understanding of relationships and health education. Pupils develop the knowledge they need to prepare them well for life in modern Britain. They learn why it is important to treat everyone fairly and with respect, regardless of their background, beliefs or differences. Pupils know how to keep themselves safe both in the community and online. They understand some of the risks of using technology and know what to do if something worries them. For example, older pupils can explain the risks of sharing information on the internet.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils have regular opportunities to focus on physical and mental health. As a result, pupils understand how to maintain their own wellbeing. Leaders provide effective emotional support for pupils who need extra help. This offer allows pupils to manage their feelings and help them to feel safe and ready to learn.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils, including those who are disadvantaged, have access to a wide range of experiences and opportunities. Educational visits and events such as during science, technology, engineering and mathematics ('STEM') week, enhance pupils' learning. Pupils benefit from regular outdoor learning which helps them grow in confidence and independence. Pupils also enjoy the wide range of clubs available, especially in sports and languages. Leaders take practical steps to make sure that all pupils take part, including offering some clubs at lunchtime. Leaders provide opportunities for pupils to take on leadership responsibilities such as the school council and 'active play leaders'. Older pupils enjoy helping younger pupils and contributing to the life of the school.

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Achievement Needs attention

Disadvantaged pupils and those with special educational needs and/or disabilities typically do not close learning gaps quickly enough. They do not make enough progress from their start points. By the end of year 6, pupils’ outcomes overall in reading, mathematics and grammar, punctuation and spelling are generally above the national average. However, this is not currently replicated in writing which is below national averages, particularly for disadvantaged pupils.

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Achievement Needs attention

Leaders make sure that children get off to a good start with reading. Pupils typically achieve in line with national averages in phonics. As a result, most pupils become fluent readers by the end of Year 1. In other subjects, pupils’ work shows that they generally remember what they have learned and use this knowledge in future lessons. For example, pupils in Year 5 learned about the actions of Henry VIII and then later used this to explain the reasons behind his behaviour.

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Attendance and behaviour Needs attention

Leaders do not analyse attendance closely enough to spot patterns or identify where more support is needed. As a result, their work to improve attendance is not making enough of a difference. Overall attendance is above the national average. However, some disadvantaged pupils continue to miss school too often. Leaders work closely with some families and outside agencies to help pupils attend school more often. They also provide extra support when needed to help pupils stay engaged with school.

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Attendance and behaviour Needs attention

Pupils behave well and help to create a calm and friendly atmosphere. Leaders have clear expectations for behaviour and staff apply these consistently across the school. Pupils understand what is expected of them and believe that any consequences are fair. Pupils move around the school sensibly. They behave well at break and lunchtimes and treat adults and peers with respect. They have positive attitudes to learning and are ready to take part in lessons. Bullying and unkind behaviour are very rare. If incidents do happen, including those linked to pupils' background or personal characteristics, leaders deal with them quickly and effectively. They keep careful records and make sure that pupils who need help to behave well receive it promptly.

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Curriculum and teaching Needs attention

Leaders have not yet made sure that teaching helps all pupils learn equally well. They have identified the extra help that some pupils, including those with special educational needs and/or disabilities, need. This support is not consistently used in lessons.

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Curriculum and teaching Needs attention

Leaders have worked hard to revise the curriculum since the last inspection. The curriculum is now ambitious and well planned. Leaders have sequenced key knowledge logically across all subjects and year groups. Teachers have the expertise to teach the intended curriculum. Leaders understand the strengths of the school's teaching and identify the right areas to improve, particularly writing and inclusive practices. Teachers generally explain new learning clearly. They demonstrate what pupils need to do and regularly revisit previous learning. In some lessons, teachers use strategies to spot where pupils need more help and adjust teaching to meet these pupils' needs. However, the consistency of this practice varies between classes.

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Curriculum and teaching Needs attention

Leaders place a strong focus on reading. Well-trained staff teach the school's chosen phonics programme consistently. As a result, most pupils become confident readers from an early age.

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Inclusion Needs attention

Leaders have not established adequate systems to check the effectiveness of the school’s support for disadvantaged pupils and for pupils with special educational needs and/or disabilities. Leaders have started to improve the way they oversee this work, but this has not been sharply focused or quick enough. As a result, leaders do not fully understand which support works best or where changes to provision might be needed.

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Inclusion Needs attention

Leaders work together to make sure that inclusion remains a priority across the school. Staff have benefited from training which has helped to improve their practice, particularly in supporting pupils’ behaviour. Staff know pupils well and understand the challenges that many of them face. Leaders generally use additional funding appropriately to support disadvantaged pupils. Leaders also work closely with external professionals when pupils need extra help. They make sure that suitable support is in place for pupils’ wellbeing and provide opportunities that help disadvantaged pupils take part in school life fully. Where alternative provision is needed, leaders ensure that it helps pupils continue with their education.

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Leadership and governance Needs attention

Leaders do not check the impact of their work closely enough to ensure that improvements happen quickly. Consequently, leaders and those responsible for governance, do not yet have a clear enough picture of which actions are making the greatest difference to improving the school's provision.

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Leadership and governance Needs attention

Leaders are focused and passionate about improving the school. They understand the school's strengths and know the areas that need to improve. Leaders identify the right priorities and have focused on the changes that are most likely to improve pupils’ experiences and outcomes.

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Leadership and governance Needs attention

Staff receive regular training which is linked to the school's priorities. For example, staff benefit from working more closely with other primary schools in their locality to improve their practice, particularly in writing. In addition, recent work on developing the teaching of phonics has had a positive impact on pupils' outcomes. Leaders think carefully about workload. Staff say they feel supported and that their wellbeing is prioritised. Staff are typically proud to work at the school. Leaders have worked extremely hard to build positive relationships with parents and carers. Families value the support that they receive and appreciate the approachable nature of staff. Governors and trustees fulfil their statutory responsibilities. They have a broad understanding of the school’s context and performance. Governors provide an appropriate balance of challenge and support. Together, they have navigated recent contextual

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Leadership and governance Needs attention

challenges successfully. Leaders, governors and trustees are committed to improving the school for all pupils.

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

Pupils enjoy being part of this warm and nurturing school. The school’s vision of, ‘encourage one another and build each other up’ is central to their daily life. Pupils feel valued as individuals and listened to. As a result, pupils are happy and proud to be part of the community.

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

Pupils build positive, trusting relationships with adults. They know that staff care about them and will help them if they have any worries or concerns. Pupils feel safe and secure. They value the school's pastoral support and appreciate the guidance that adults provide. Pupils are confident that staff will always act in their best interests.

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

Pupils generally achieve in line with national averages. However, staff do not consistently adapt their teaching as well as they could to address gaps in key learning for disadvantaged pupils and those who have special educational needs and/or disabilities. As a result, these pupils do not consistently progress as well as they should.

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

Pupils’ behaviour is excellent. They respond positively to the school's clear routines and high expectations. In lessons, pupils are attentive and work hard. Pupils play happily at social times. Bullying and unkind behaviour are rare. When disagreements do occur, pupils know that adults will resolve them fairly. Pupils typically attend well. However, disadvantaged pupils miss too much school, overall, and this is currently not improving.

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

Pupils are encouraged to develop new interests, discover their talents and step out of their 'comfort zone'. They enjoy enrichment days, clubs and educational visits. These broaden their experiences beyond the classroom.

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

Pupils are proud to contribute to school life. They are motivated to take on leadership responsibilities to help shape improvements across the school. Pupils develop a strong sense of responsibility and belonging at this school.

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Next steps

Leaders need to evaluate the impact of additional support for disadvantaged pupils, including those with special educational needs and/or disabilities, and use this information to adapt practice to meet their changing needs and improve their attendance and achievement. Leaders should ensure that staff implement teaching strategies which allow pupils' gaps in learning to close quickly.

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Team inspectors:

Clare Morgan, Ofsted Inspector Andrew Westlake, Ofsted Inspector

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Facts and figures used on inspection

Leaders should continue to refine practice in the early years so that staff consistently maximise opportunities for engaging children in high-quality interactions throughout the day. Leaders, including trust leaders, need to ensure that the actions they take to improve the school’s provision are those that will bring about rapid and sustained improvement most effectively.

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About this inspection

This school is part of The Merchant Taylors’ Oxfordshire Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), John Marston, and overseen by a board of trustees, chaired by Ken McCrea.

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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, other senior leaders and the chair of the local governing body. The lead inspector also met with officers from the multi-academy trust, including the chief executive officer, and the chair of the board of trustees. Inspectors engaged with pupils throughout the inspection. They spoke to some parents and carers at the start of the school day.

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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 uses 1 registered provider of alternative provision.

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About this inspection

Headteacher: Sue Potts 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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About this inspection

The inspector(s) used this data during the full inspection on 30 June 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) 56% 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

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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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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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) 5.6% 5.5% Close to average

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national average

2022/23 (3 term) 5.7% 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

2024/25 (3 term) 10.4% 13.0% Close to average

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national average

2023/24 (3 term) 14.9% 14.6% Close to average

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national average

2022/23 (3 term) 18.4% 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. 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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