Blewbury Church of England Primary School

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About Blewbury Church of England Primary School


Name Blewbury Church of England Primary School
Website https://www.blewbury.oxon.sch.uk/
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Miss Jo Reeder
Address Westbrook Street, Blewbury, Didcot, OX11 9QB
Phone Number 01235850411
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 117
Local Authority Oxfordshire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Summary of key findings for parents and pupils

This is an inadequate school Standards are too low.

Pupils, including the most able, are underachieving across much of the school and across the curriculum. Some subjects are not covered adequately. The teaching of English and mathematics is often poor.

Many pupils do not have the basic skills that they need, particularly in spelling, punctuation and grammar. The achievement of disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) is too low. Leaders do not retain enough oversight of pupils' learning.

They have an overly positive view of the progress that pupils are making. Leaders, including governors, have not tak...en the necessary steps to ensure that pupils are safe. Systems and processes are not followed well enough or in a timely fashion.

Pupils' well-being is not sufficiently safeguarded at playtimes and around the school. Governors do not hold leaders to account with sufficient rigour. They have not ensured that they fulfil their statutory responsibilities.

Teachers do not use assessments to plan sequences of work which are well matched to pupils' needs. Pupils do not know how well they are doing or how to improve. As a result, pupils do not make good progress and are often disengaged from their learning.

Low-level disruption and poor behaviour in lessons and around the school are commonplace and often go unchecked. Pupils are unclear about behaviour management systems, which are not consistently applied. A lack of well-established routines and inadequate supervision in the early years contribute to a disorderly environment.

Children are not supported well enough in developing safe behaviours or in learning skills effectively. The school has the following strengths Pupils attend school regularly. Pupils enjoy a wide range of additional activities, such as trips and visitors.

Information about this school

The substantive headteacher has reduced her time in school to 0.8 days since the previous inspection. She is supported by a co-headteacher who works for 0.

2 days in this role, in addition to having a classroom responsibility and leading mathematics. The substantive headteacher is retiring at Easter. Governors have not yet interviewed for her replacement.

The school is a Church of England endowed school. The school's last section 48 inspection was in February 2017. The diocese and local authority had identified the school as needing additional support.

Consequently, a raised level of support has been in place for a range of leaders for 18 months. The school is smaller than the average primary school. Some pupils are taught in mixed-age year groups.

The proportion of pupils in receipt of the pupil premium grant is below the national average, as is the proportion of pupils who speak English as an additional language. The majority of pupils are White British. The proportion of pupils with SEND is slightly above that nationally.


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