|Name||Dashwood Banbury Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 January 2014|
|Address||Merton Street, Banbury, Oxfordshire, OX16 4RX|
|Number of Pupils||405|
|Number of Pupils per Teacher||18.7|
|Academy Sponsor||Aspirations Academies Trust|
|Percentage Free School Meals||12.9%|
|Percentage English is Not First Language||37.5%|
|Pupils with SEN Support||8.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is a smaller-than-average-sized primary school. The three main ethnic groups in the school are White British, Polish and Pakistani. The proportion of pupils that have English as an additional language is well above average. The school became an academy on 1 August 2012. The principal took up her position in September 2013. When the predecessor school was inspected in September 2011, it was judged to be good. The proportion of pupils known to be eligible for support through the pupil premium is above average. (The pupil premium is extra funding for those pupils known to be eligible for free school meals, those from service families and those looked after by the local authority.) The proportion of pupils supported by school action is below average. The proportion supported by school action plus or with a statement of special educational needs is also slightly below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school manages its own breakfast club.
Summary of key findings for parents and pupils
This is a good school. School leaders have successfully created a close knit and popular school where pupils are happy and achieve well. From their starting points, all groups of pupils make good progress in all areas, particularly in literacy and numeracy. Standards are above average by the time pupils leave at the end of Year 6. This is because the quality of teaching is good. Teachers’ good subject knowledge and skilled use of questioning effectively improve pupils’ understanding of their work. Teachers use the outside areas well to stimulate pupils’ imagination. Children get a good start in the Early Years Foundation Stage. Behaviour is good and pupils feel safe in all areas of the school. The curriculum promotes pupils’ spiritual, moral, social and cultural development well through displays, assemblies and discussions. Leaders have worked relentlessly to ensure that teaching and achievement are good. Leaders are determined to be an outstanding school. It is not yet an outstanding school because : Teachers do not consistently provide sufficient challenge for the more-able pupils to help them think deeply about their learning. Teachers’ high quality marking and feedback to pupils in mathematics and English are not always applied as well in other subjects. Some middle leaders in the early stages of learning how to fulfil their roles are not always fully skilled in driving improvements in their areas of responsibility. Sometimes pupils’ completed work is not presented to a high enough standard.