Middleton Cheney Primary Academy

Highlights from Latest Inspection

Main findings

This is a good school.

It has improved well since the previous inspection. The headteacher, staff and governors have worked effectively as a team to increase the proportion of good teaching. During the inspection, nine of the lessons seen were judged to be good and four outstanding.

As a result of this consistently good teaching, attainment has improved significantly since the previous inspection. Strategies to correct weaknesses in writing and spelling such as grouping pupils by ability for literacy lessons have been successful and attainment in English is almost as high as it is in mathematics. In two of the past three years, pupils' performance has been significantly above average at Year ...2 and Year 6.

The school is now judged to be a good school and staff have the ambition to move it on and make it outstanding. Every parent and carer who responded to the inspection questionnaire agreed that their children enjoy school. This is reflected in pupils' excellent attendance which has been sustained over the past three years.

Behaviour in lessons is invariably good and on some occasions it is outstanding. Pupils' spiritual, moral, social and cultural development is good. However, too few pupils demonstrate a secure knowledge and understanding about cultural diversity in Great Britain.

Staff are developing links with schools where the proportion of pupils from minority ethnic backgrounds are much higher than at Middleton Cheney and good international links are already established through work with UNICEF, including with countries in Africa. Children enter Reception with skills that are broadly in line with those expected for their age, and they make good progress. This is due to the well-managed provision and detailed planning which provides exciting learning opportunities both indoors and outside.

Good use is made of information and communication technology (ICT) in the Reception classes to enhance children's learning. They enter Year 1 with above average attainment and because of the consistently good quality of teaching and learning, they continue to make good progress as they move through the school. However, there are not enough computers in the Key Stage 1 and 2 classrooms for pupils to use to support their learning.

A scrutiny of completed work shows that some teachers make use of modern technology much more than others. This inconsistency is linked to the shortage of resources. Most pupils demonstrate that they have the necessary skills to use computers, developed in school when working in the computer suite and at home when using their own computers.

The good quality of teaching, learning and the good curriculum ensures that pupils enjoy school and attainment is maintained at significantly above average. The setting arrangements for literacy and numeracy in Key Stage 2 have proved to be particularly effective in raising attainment. Senior staff have clearly defined roles and responsibilities.

The team approach with all members of staff is tuned in to meet the individual needs of pupils. This helps to ensure that there is good capacity for sustained improvement in all aspects of the school. The governing body and all staff are fully and regularly involved in helping to evaluate outcomes and provision.

This ensures that self-evaluation of the school's effectiveness is accurate.

Information about the school

The school is larger than the average primary school. Numbers have fallen slightly since the previous inspection because of changes in the population.

About 15% of pupils travel by choice from Banbury and neighbouring villages. Most pupils are of White British heritage. The proportion of pupils with special educational needs and/or disabilities is broadly average.

Very few pupils are known to be eligible for free school meals. No hot meals are provided at the school. The accommodation has been extended and the Victorian part of the school has been refurbished over the past two years.

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