Bledington Primary School

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About Bledington Primary School

Name Bledington Primary School
Ofsted Inspections
Headteacher Ms Jill Kewley
Address Old Burford Road, Bledington, Chipping Norton, OX7 6US
Phone Number 01608658388
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 76
Local Authority Gloucestershire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend Bledington Primary School. Staff encourage pupils to live out the school's motto of 'enjoy, engage and challenge'. Pupils say it feels like a family here.

They appreciate that their ideas and opinions are valued. For example, the school community votes for pupil leaders such as eco-councillors.

Leaders expect pupils to behave well.

They do. Pupils are kind and caring towards one another. Leaders have high ambition for pupils, including pupils with special educational needs and/or disabilities (SEND).

They have made changes to the curriculum that are having a positive impact on pupils' learning. As a result, pupils achieve w...ell.

Staff encourage pupils to develop many interests beyond the academic.

Leaders have forged several links with the local community, such as the village music festival, fete and Maypole extravaganza. Pupils take part in oracy competitions and sports fixtures.

Parents are positive about the school.

They say that staff know their children well and that they are encouraged to be 'the best versions of themselves'. Parents are complimentary about the school's enrichment offer, including coding, jewellery making and mystery clubs.

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

Children learn to read as soon as they start school.

They learn phonics every day. Staff have been well trained to teach phonics. Pupils take home books that help them to practise the sounds they have learned so they develop confidence.

Staff regularly check how well pupils are learning to read. Any pupils who need further help receive prompt support. Teachers read to pupils every day.

Reading tea parties and challenges to recreate book covers encourage a love for reading.

Leaders have created an ambitious curriculum. They have set out the order of knowledge they want pupils to learn from the early years to Year 6.

Teachers know what to teach and when. Consequently, pupils' knowledge builds, and they achieve well. In most subjects, leaders assess how well the curriculum is being implemented.

For example, in modern foreign languages (MFL), leaders gathered pupils' feedback and refined the curriculum. This resulted in pupils being able to remember more over time. In mathematics, however, subject leaders have not regularly checked how teachers deliver the curriculum and use assessment.

This means they have not been able to refine the curriculum as well as they have in other subjects.

Staff include pupils with SEND in all activities on offer at Bledington. They have effective systems in place to identify any pupils with SEND.

Staff provide support for those who need additional help so that they can learn well.

Leaders have high expectations for what pupils can learn. Pupils rise to these expectations.

They learn well from the curriculum. However, this is not always reflected in their written work. Teachers do not always ensure all pupils' presentation and writing are sufficiently accurate.

On occasion, some pupils' incorrect grammar, punctuation and letter formation go unnoticed.

Leaders have thought carefully about the learning environment throughout the school. This is particularly the case in the early years, where there is a language-rich environment.

All areas within the provision are well thought out and resourced. These resources are used to support learning well. Staff plan activities to build precisely on what children need to work on.

Children are confident to share their ideas, for example, when thinking about questions to ask when planning a story about pirates. Children leave Reception Year ready for their next stage of education.

Pupils' positive behaviour goes beyond the classroom.

They share and take turns. At lunch, pupils sit in mixed-age groups so that older pupils can model expectations for younger pupils. Pupils enjoy this.

Children in the early years learn routines quickly. Pupils behave well during all aspects of the school day.

Leaders enhance the curriculum through trips and activities, such as sculpture and musical workshops and visits to the local organic farm.

Staff encourage pupils to keep physically and mentally healthy. Pupils particularly enjoy the 'rainbow room' sessions where they can share how they feel. This wider work supports them to become confident learners.

Leaders have a clear understanding of the school's strengths and areas for development. They work in partnership with the local authority well and act on feedback. Leaders and governors are mindful of staff workload.

Staff feel supported and appreciate leaders' consideration for their well-being.


The arrangements for safeguarding are effective.

All staff know their role in keeping pupils safe.

They prioritise safeguarding. Leaders train staff regularly. This training includes identifying the indicators of abuse.

Staff know these signs and what to do if they have a concern about a pupil. Leaders act appropriately on any concerns and make sure pupils get the support they need.

Staff support pupils' emotional needs well.

This means pupils feel safe at school. Pupils know who to talk to if they have any worries.

Through the curriculum, staff teach pupils about issues such as sun, road and online safety.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In mathematics, leaders' understanding of how well pupils have learned the curriculum is at an early stage. This hinders leaders' ability to refine the curriculum and how assessment is used so that pupils know and remember more. Leaders need to ensure that all subject leaders evaluate the implementation of the planned curriculum.

• Teachers do not always have high expectations for all pupils' writing and presentation. Some pupils' handwriting, grammar and punctuation skills are not developed consistently well across all year groups. Leaders must ensure that staff focus on developing accurate letter formation and raise expectations of pupils' handwriting, grammar and punctuation skills.

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