| Name | Harriers Banbury Academy |
| Website | http://www.harriers-aspirations.org |
| Ofsted Inspection Rating | Good |
| Inspection Date | 04 November 2014 |
| Address | Harriers View, Bloxham Road, Banbury, OX16 9JW |
| Phone Number | 01295263067 |
| Type | Academy |
| Age Range | 3-11 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | 391 (50% boys 50% girls) |
| Number of Pupils per Teacher | 19.5 |
| Academy Sponsor | Aspirations Academies Trust |
| Local Authority | Oxfordshire |
| Percentage Free School Meals | 21.3% |
| Percentage English is Not First Language | 25.1% |
| Persisitent Absence | 8.8% |
| Pupils with SEN Support | 14.1% |
| Catchment Area Information Available | Yes, our catchment area data is FREE |
| Last Distance Offered Information Available | No |
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Highlights from Latest Inspection:
Information about this school Harriers Banbury Academy converted to become an academy school on 1 February 2013. When its predecessor school, Harriers Ground Community Primary School, was last inspected by Ofsted, it was judged to require improvement overall. The school is a larger-than-average-sized primary school. All pupils attend full time. Most pupils are from a White British background. The proportion of pupils from minority ethnic backgrounds is above the national average. The proportion of pupils who speak English as an additional language is also higher than that seen nationally. The proportion of disabled pupils and those who have special educational needs supported at school action is lower than the national average. The proportion of pupils supported through school action plus or with a statement of special educational needs is a little above that found nationally. The proportion of disadvantaged pupils supported by the pupil premium is a little higher when compared with that found in most schools. This is funding provided to give extra support to those pupils known to be eligible for free school meals and to children who are looked after. The principal has been in post since September 2014, having held the post of vice principal from the previous Easter. The middle leaders were also appointed in September 2014 through internal promotions. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. Summary of key findings for parents and pupils This is a good school. Pupils make good progress from their individual starting points. Their achievement in reading, writing and mathematics is good by the time they leave in Year 6. Children in the Reception classes quickly develop their skills, due to the good teaching they receive. They are well prepared to move into Year 1. Pupils’ skills in reading are very good. Younger pupils learn the sounds letters make (phonics) quickly and can use this knowledge well. Older pupils enjoy reading and read with fluency and understanding. Pupils’ behaviour in school is good. In lessons, they work hard and try their best. Pupils say that they are safe and well cared for in school and get along together. The new principal leads a determined effort to improve the quality of teaching and the achievement of the pupils. The vice principal is very effective in supporting his efforts to make the school better. The leadership team within the school has received good support from the academy trust. The governing body works closely with the school. It diligently holds the school to account for the progress all pupils make including those who are disadvantaged or at risk of not doing as well. The social, moral, spiritual and cultural development of the pupils is good. Discrimination is not accepted and equality of opportunity is promoted. Pupils are well prepared for the next stage of their education and for life in modern Britain. It is not yet an outstanding school because : More able pupils do not achieve the highest possible levels because teachers do not challenge them sufficiently in all lessons. The middle leaders are still developing their skills. They are not yet fully effective in improving the quality of teaching and the outcomes of all of the pupils. |
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