|Name||Badgemore Primary School|
|Ofsted Inspection Rating||Good|
|Address||Hop Gardens, Henley-on-Thames, RG9 2HL|
|Religious Character||Does Not Apply|
|Number of Pupils||101 (46.5% boys 53.5% girls)|
|Number of Pupils per Teacher||16.5|
|Percentage Free School Meals||16.8%|
|Percentage English is Not First Language||14%|
|Pupils with SEN Support||27.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (04 June 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is smaller than the average-sized primary school. Pupils are taught in four classes. Reception children attend full time, in a combined class with Year 1 pupils. Year 2 is taught in a single-year-group class. There are combined classes for Years 3 and 4, and Years 5 and 6. Most pupils are White British. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils supported by funding through the pupil premium is below average. In 2018, there were fewer than five disadvantaged pupils in Year 2 and Year 6. The proportion of pupils with SEND is above average. There have been considerable staff changes since the last inspection, including senior leadership. A new headteacher was appointed in September 2017. The majority of teachers have joined the school within the last year. The school runs a breakfast club and an after-school club. The school has received support from the Oxford?s school improvement team and Oxfordshire local authority.
Summary of key findings for parents and pupils
This is a good school The headteacher leads a committed staff team. All who work at the school ensure that pupils succeed both academically and personally. The school is welcoming, inclusive and at the heart of the local community. Teaching is now typically good. Teachers plan purposeful lessons so that pupils learn well. Governors provide the right level of challenge and support for leaders. They demonstrate a determination and ambition to continue to improve the school?s performance. Pupils? outcomes are good. From starting points which are below those that are typical for their age, pupils make good progress. Children in early years make good progress. They make a positive start because they are taught well, feel safe and like school. Pupils with special educational needs and/or disabilities (SEND) make good progress from their starting points. The school?s work to promote pupils? personal development and welfare is good. Pupils feel valued, safe and secure. Pupils? behaviour is positive both in class and around the school. Pupils are courteous towards adults and caring to each other. Leaders have ensured that pupils enjoy an exciting curriculum. The range of subjects and activities taught provide a wide range of opportunities, which motivate pupils to try their best. Parents are pleased with the quality of education provided. They appreciate how well the staff know and care for their children. Staff are proud to be part of the school community and work well together. The attendance of pupils is beginning to improve but is below the national average. Pupils do not make strong enough progress in mathematics. This is because they do not have enough opportunities to practise their skills across the curriculum.