Bayards Hill School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Bayards Hill School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Bayards Hill School.

To see all our data you need to click the blue button at the bottom of this page to view Bayards Hill School on our interactive map.

About Bayards Hill School

Name Bayards Hill School
Ofsted Inspections
Headteacher Mrs Amy Jones
Address Waynflete Road, Headington, Oxford, OX3 9NU
Phone Number 01865761656
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 270
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Leaders' successful work to embed high standards of behaviour across the school mean pupils feel safe and enjoy being in the calm environment around school.

Pupils know the high expectations of leaders which are strongly based on their values of 'Respect, Responsibility and Resilience'. These have been carefully established, and pupils understand how to achieve them. Consequently, pupils are courteous and kind towards each other.

Teachers make sure they know pupils well and develop positive relationships. One pupil said: 'It's like a big family, where everyone helps.' Pupils value the effective support they receive from staff when they have a worry or experience frien...dship issues.

Staff take prompt actions to intervene and resolve these which means that bullying is quickly addressed, and incidents are rare.

Pupils are motivated by a culture of high aspiration. They purposefully seek to achieve the accolade of an award in the bi-weekly celebration assemblies.

Parents and carers appreciate being invited to attend these and watch the recognition of their child's success. Pupils feel valued and are motivated to willingly make positive contributions to the school community. They appreciate opportunities to pursue their interests through the broad range of clubs.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum which carefully considers the needs of pupils. They make astute decisions around curriculum development so that it meets the needs of all pupils, including those with special educational needs and/or disabilities (SEND). In response to historically low outcomes, leaders have decisively improved the provision and stabilised staffing.

Current pupils are making good progress through the planned curriculum overall.

Leaders have focused on developing teachers' subject knowledge. Teachers present new knowledge confidently and choose appropriate activities to support pupils' learning.

For example, in early years, children grow seeds before replanting cuttings to learn about growth. Teachers commonly explain and model new knowledge, which pupils then apply to a specific activity. Teachers make effective adaptations which mean pupils with SEND learn well.

Teaching assistants provide bespoke support which enables pupils with more complex needs to develop independence.

Although teachers generally use assessment well to measure pupils' progress, they do not routinely identify the specific gaps in pupils' knowledge. This means that subsequent teaching and revisiting of topics is not always informed by an understanding of what pupils know and what they need to learn next.

Leaders promote reading across the school effectively. Increasing numbers of pupils choose to borrow a library book and read for pleasure. All pupils benefit from the revised, broad range of texts included in the reading curriculum.

The phonics curriculum is well embedded, so the youngest children quickly develop confidence. Teachers act quickly if pupils struggle with their reading and make sure they catch up quickly to become fluent readers.

Pupils' behaviour is consistently good across the school.

In early years, children play happily and learn essential behaviour skills such as how to work together. In lessons, teachers clearly link their expectations to the school's values, which they model through their conduct. These are supported by clear and embedded routines.

When behaviour does not meet teachers' expectations, they quickly refocus pupils so they return to learning. Consequently, behaviour is calm and orderly with pupils focused on learning. At playtime and lunchtime, behaviour is orderly, and pupils are considerate towards each other.

Absence is currently too high, and this is a barrier to some pupils' learning. Leaders know this and have made considerable efforts to try and address it. However, these have not been successful enough, and too many pupils are persistently absent.

Leaders' carefully considered approach to developing pupils' character underpins the strong school community. In early years, children develop social skills and work successfully with other children. Pupils have high regard for each other because they choose to demonstrate the school's values.

They have tolerant attitudes and welcome newcomers, regardless of their background. Thoughtful enrichment opportunities such as the 'Passport Challenges' engage pupils in the school community and challenge them to try new experiences. This includes undertaking leadership roles such as librarian and school council representative.

These help pupils learn about resilience and responsibility.

Leaders are dedicated to achieving the strongest outcomes for all pupils. They are developing effective middle leaders whose work ensures that improvement plans are rapidly implemented across the school.

They have galvanised staff, uniting them to secure improvements. They prioritise staff well-being and consider workload carefully. Governors and trustees provide effective challenge and support for leaders.

They diligently meet their statutory duties.


The arrangements for safeguarding are effective.

Leaders prioritise regular safeguarding training for staff which ensures that all know the signs of potential safeguarding concerns.

Weekly updates ensure staff remain alert for specific concerns. Staff know how to report concerns and do so diligently.

Leaders swiftly report safeguarding concerns to external agencies and follow up appropriately.

They provide strong support for families, ensuring they receive help when it is needed.

Safer recruitment processes are diligently followed. Governors and trustees monitor leaders' safeguarding work closely.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not consistently use assessment to identify gaps in pupils' learning. As a result, when topics are revisited, teaching does not always match what pupils know and can remember. Leaders should ensure that teachers know how to use assessment effectively to inform their teaching.

• Too many pupils are absent from school too frequently. This means they miss important learning and develop gaps in their knowledge. Leaders need to redouble their efforts to ensure they focus resources on the most effective approaches to improving attendance.

  Compare to
nearby schools