Sutton Courtenay Church of England Primary School

School

Address: Bradstocks Way, Sutton Courtenay, Abingdon, Oxfordshire, OX14 4DA Unique reference number (URN): 146941

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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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Achievement Expected standard

Pupils typically achieve in line with national averages in reading, writing and mathematics by the end of Year 6. Achievement in writing is a particular strength. Pupils achieve well in phonics and become fluent readers. They secure the key knowledge they need to learn successfully across the curriculum, including handwriting and spelling. Pupils with special educational needs and/or disabilities and those who are disadvantaged also achieve well from their starting points. As a result, gaps in their knowledge close over time. Overall, pupils are prepared well for the next stage of their education. They gain a broad range of knowledge and can generally recall what they have learned. However, their understanding is not consistently secure in all subjects. As a result, they do not consistently produce high- quality work across the curriculum.

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Attendance and behaviour Expected standard

Leaders have established an effective and inclusive behaviour culture. They set high expectations and build respectful relationships with pupils. Leaders check for patterns in pupils’ behaviour to maintain high standards. Pupils understand the school’s rules and routines. They arrive at school ready to learn. Pupils show positive attitudes in lessons and behave well around the school. When they need reminding about their behaviour, adults do this calmly and consistently. Pupils say bullying and unkind behaviour are rare. Leaders ensure that pupils with additional needs receive the support they need to understand and follow the school rules.

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Attendance and behaviour Expected standard

Leaders strive to improve attendance. They focus on creating a school that pupils want to attend. Attendance has improved and is now generally in line with the national average. The number of pupils who regularly miss school is falling. Leaders work closely with families to understand and remove barriers to attendance and provide support where needed. They maintain high expectations for all pupils, including those with special educational needs and/or disabilities and disadvantaged pupils. Attendance for these pupils has improved over time but remains below the national average. Leaders recognise that improving attendance further remains a priority.

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Curriculum and teaching Expected standard

Leaders have developed the curriculum significantly since the previous inspection. They ensure that learning is sequenced well and builds on what pupils already know. Leaders prioritise handwriting, spelling and number skills. This allows pupils to access a broad range of curriculum subjects more easily. When pupils develop gaps in their learning, staff provide the support they need to catch up, for example through small-group teaching.

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Curriculum and teaching Expected standard

Teachers use helpful approaches to enable pupils to remember more and understand new ideas. For example, every lesson begins with an opportunity to recall important knowledge. Teachers generally explain and demonstrate new learning clearly. They give pupils opportunities to work through examples together. Teachers provide regular opportunities for pupils to speak and develop language and communication skills. They check on pupils' understanding to help them decide what to teach next. These approaches are having a positive impact on learning, though leaders recognise that they are not yet consistent across all classes and subjects.

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Curriculum and teaching Expected standard

Staff teach phonics daily using clear and consistent routines. They match reading books carefully to pupils' reading development so that they become fluent readers. Teachers usually adapt teaching and support pupils with special educational needs and/or disabilities well, although further work is needed to ensure that this is consistent across the school.

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Early years Expected standard

Leaders have planned a curriculum that builds children’s knowledge, with a focus on the development of their vocabulary. Adults deliberately select stories, songs and rhymes to help children learn and remember new words. High-quality teacher-led activities help children secure important knowledge and skills, such as handwriting and early number. Phonics is particularly well taught. Children gain secure knowledge of sounds and make a positive start to learning to read.

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Early years Expected standard

Adults organise activities and resources to support children’s development across all areas of learning. Some of these give children focused opportunities to develop their knowledge through play. For example, in the water tray, pupils used measuring jugs to develop mathematical language while securing knowledge about floating and sinking. However, the design and set up of these activities does not consistently optimise potential opportunities for children to practise, develop and apply their skills and knowledge.

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Early years Expected standard

Adults build positive relationships with children. Their interactions encourage children to concentrate and allow them to explore and talk about their ideas. Adults know each child well. They quickly identify gaps in children’s learning and provide effective support, where necessary, to help children keep up with peers. By the end of Reception Year, children are typically ready for Year 1.

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Inclusion Expected standard

Overall, there are clear and effective systems to identify any barriers to learning. This means that pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged are swiftly identified and supported. Teachers know their pupils well. They create increasingly effective plans that set appropriate targets and detail how pupils will be supported. Staff typically use practical approaches to help pupils take part in learning. These include the use of visual timetables, word banks and defined personal learning spaces. Leaders monitor regularly the impact of these strategies and the support in the classroom. They make changes to ensure emerging needs are met.

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Inclusion Expected standard

Staff receive ongoing training so that they understand how to support pupils with different barriers to learning. This includes making subtle adaptations in lessons and how to provide more bespoke support where appropriate. Leaders are aware that continued professional development is needed to ensure greater consistency of support across the school.

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Inclusion Expected standard

Leaders use additional funding effectively. They turn their plans into clear actions for staff. In each classroom, the school's ‘corridor of contact’ ensures that regular interactions can be given to pupils who need it most.

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Leadership and governance Expected standard

Since the previous inspection, there have been considerable leadership and staff changes. Despite this, leaders have secured significant progress in many areas of the school. This is particularly evident in the improvements to the curriculum and teaching. Leaders accurately understand the school's context, strengths and areas for development. They review the impact of their work frequently and use what they learn to make further improvements. They always make decisions in the best interests of pupils. Leaders provide professional development opportunities that reflect the school's priorities. This has helped ensure that improvements are sustained. For example, leaders have prioritised inclusive teaching strategies that benefit all pupils. All this work continues to improve the school, although some aspects still need to be embedded or improved further. Leaders are aware of this and are already taking appropriate action.

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Leadership and governance Expected standard

Those responsible for governance have a secure knowledge of the school's context and the challenges the school has overcome. They are clear about the school’s strengths and ongoing priorities. They challenge and support the leadership team appropriately. They fulfil their statutory duties.

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Leadership and governance Expected standard

Leaders have created a culture where staff feel valued and involved in the journey of the school. They feel listened to and are confident that they will get support if they need it. Leaders prioritise staff wellbeing and manage workload carefully. Staff speak positively about working at the school. Leaders have generally built positive relationships with parents and carers and the wider community and remain committed to strengthening these further.

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Personal development and wellbeing Expected standard

Leaders provide a well-planned programme that supports pupils’ personal development and wellbeing. Teachers deliver the personal, social, health and relationships education well. Pupils learn about healthy relationships, mental health and how to stay safe in the world around them. Younger pupils understand about risks such as talking to strangers and know the importance of brushing their teeth every day. Pupils develop their knowledge of online safety. They know how to protect their personal information and block people who make them feel uncomfortable.

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Personal development and wellbeing Expected standard

Pupils develop an understanding of life in modern Britain. This is enriched by experiences such as visiting the Houses of Parliament. Pupils understand the importance of respect. They know that people may have different families, beliefs and backgrounds. They know the importance of treating people fairly and that discrimination is wrong. Adults help pupils learn about different communities and the fundamental British values, although their knowledge of these lacks depth. For example, pupils know what democracy is but cannot describe why it is important in modern British society.

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Personal development and wellbeing Expected standard

Pupils explore their interests and talents through a range of activities. They value their outdoor learning sessions, which help develop independence, resilience and problem- solving skills. Pupils take part in clubs and enjoy leadership roles, such as being on the school council and eco-warriors. Younger pupils benefit from pupil-led clubs at lunchtime. This includes book club, where pupils of different ages enjoy stories together.

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Personal development and wellbeing Expected standard

Leaders carefully monitor the participation of all pupils across the personal development programme. This ensures everyone has access and benefits from the offer. Leaders make sure that pupils who need support with their emotional wellbeing receive it. Trained adults provide tailored support where appropriate. This means pupils feel safe, happy and ready to learn.

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

Pupils arrive at school smiling and excited for the day. They are greeted with warmth and care. The mantra ‘love life, love learning, love one another’ is central to the school’s work. Genuine and respectful relationships between staff and pupils form the foundation of the school's positive culture. Pupils demonstrate the school's principles of 'ready, respectful and responsible' and treat one another with kindness.

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

Regular attendance is celebrated, and, overall, pupils now attend school more often than they did in the past. Typically, pupils achieve in line with national averages and progress well through the curriculum. In the classroom, pupils work enthusiastically and are keen to share their thoughts and ideas. They move around the school sensibly and are polite and well mannered. Pupils appreciate the calm nature of the school. Pupils play together cooperatively during social times. They enjoy the range of physical activities on offer, such as tennis and playing on the trim trail. Bullying is rare. Staff deal with any concerns swiftly. Pupils know they have trusted adults they can talk to if issues arise. They feel safe and happy.

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

Pupils benefit from the range of opportunities on offer. They particularly speak highly of the school’s outdoor learning area. Here, pupils immerse themselves in nature and develop bushcraft skills such as fire making and shelter building. Pupils thrive when taking on responsibilities. Older pupils have the opportunity to plan and run their own clubs for younger pupils. This develops pupils’ confidence, and younger pupils have positive role models to look up to.

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

Pupils are well known as individuals. Disadvantaged pupils, those known to social care and pupils with special educational needs and/or disabilities participate fully in school life. Adults successfully remove barriers for these pupils. By the time they leave, pupils are ready for life beyond primary school.

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About this inspection

This school is part of Ridgeway Education 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), Georgina Littler, and overseen by a board of trustees, chaired by Ruth Elliot.

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About this inspection

The inspection took place on 22 September and 23 September 2026.

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Team inspectors:

Clare Morgan, Ofsted Inspector Alison Robb-Webb, 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 22 September 2026

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187

Below average Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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187

Following the 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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187

Inspectors spoke with the headteacher, other senior school and trust leaders, and school staff. An inspector met with the chair of trustees, the chair of the local governing body and the CEO from Ridgeway Education Trust. Inspectors also met other trustees, members of the local governing body and a representative from the Diocese of Oxford. 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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187

The inspectors confirmed the following information about the school:

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187

This school is registered as having a Church of England religious character. It is in the Diocese of Oxford. Its last section 48 inspection was in November 2022.

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187

The school also runs a nursery provision under the same registration.

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187

The school currently uses no alternative provision.

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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

2023/24 (final) 67% 61% 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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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

2023/24 (final) 74% 72% Close to average

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average

2022/23 (final) 77% 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

2023/24 (final) 78% 73% Close to average

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average

2022/23 (final) 77% 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

2023/24 (final) 33% 46% Close to average

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average

2022/23 (final) 56% 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

2022/23 (final) 67% 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) 56% 58% Close to average

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average

2022/23 (final) 56% 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) 67% 59% Close to average

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average

2022/23 (final) 56% 59% Close to average

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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

2022/23 (3 term) 6.0% 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) 13.3% 14.6% Close to average

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national average

2022/23 (3 term) 17.6% 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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