New Hinksey Church of England Primary School

Highlights from Latest Inspection

Outcome

New Hinksey Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils are proud of their diverse school community. The school's vison for pupils to live 'life in all its fullness' is truly felt by all. Pupils are happy and positive about their school where they know that they are valued for their individuality.

They have strong relationships with the school staff who help them if they have any worries. Parents and carers value the nurturing and caring atmosphere of the school.

The school has high expectations for pupils' academic attainment and behaviour.
...r/>Pupils achieve well, including those with special educational needs and/or disabilities (SEND). In lessons, pupils listen carefully and concentrate on their learning. They value earning house points and using their tokens to contribute towards collaborative rewards.

At break and lunchtimes, pupils enjoy playing with their friends. They are kind to each other and have good manners. Older pupils relish their responsibilities such as buddy reading with younger children and helping them in the lunch hall.

The school makes the most of its proximity to the centre of Oxford. Pupils benefit from regular visits to museums and cultural experiences which enhance their learning across the curriculum. Pupils enthuse about their whole school events, such as visiting the theatre in London's West End.

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

The school has recently reviewed and adjusted its curriculum. In every subject, there is clarity about what pupils must learn and in what order. As a result, pupils are particularly successful with their mathematics and English learning and are well prepared for their next educational steps.

In a few subjects, where curriculum development is more recent, pupils have some gaps in their knowledge and understanding. Leaders are aware of this and taking action to make any further required improvements.

The school successfully develops pupils' vocabulary, language and grammatical understanding.

Teaching staff model subject specific language that they expect pupils to use and understand. When learning to read, children in Reception know that a digraph is when two letters make one sound. They apply this phonetic understanding in their writing.

As they move through the school, pupils develop a strong grammatical understanding. They make ambitious and appropriate language choices in their work. There are many opportunities, across subjects, for pupils to work collaboratively and discuss their learning.

Teachers have good subject knowledge. They check how well pupils are learning and use this information to address any misconceptions. Pupils with SEND are supported well.

They have access to the adult support and resources that they need. Pupils who need additional help with their reading are supported to catch up quickly. Pupils find their feedback from teaching staff useful, and they use it to improve and deepen their learning.

Resources are plentiful and used appropriately. For example, phonics sound mats and 'red word' cards help pupils when they are writing. In mathematics, pupils use their secure understanding of calculations to solve problems and reason.

Their accurate use of technical mathematical language is impressive.

Pupils behave well because there are clear routines and expectations. They demonstrate the school's rules, to be responsible, respectful, and ready.

This applies to their attitude towards their learning as well as their outlook on life. Pupils contribute to school life and their suggestions are considered. For example, the school's mascot, the 'Hinksey Duck' was established as a result of pupil voice.

An appreciation of diversity and difference is a strong thread running through this school. Pupils welcome and embrace the richness of the school's population, including a significant number of pupils who speak English as an additional language. Pupils learn about a range of faiths and cultures in the curriculum and through whole school assemblies.

They benefit from visits by community groups, such as the fire service.

The school's work to promote good attendance is highly effective. Information is shared with parents and carers about the impact of good attendance on pupils' learning.

As a result, the level of persistent absenteeism across the school has dramatically reduced. Pupils want to come to school because they enjoy their learning and the wider opportunities provided.

The governing body have the information they need to support school leaders and appropriately hold them to account.

They have an accurate understanding of the development of the school's curriculum and the impact on pupils' learning. Governors recognise the importance of assuring themselves that the school's safeguarding procedures are robust, including processes when recruiting new staff.

The school staff are supported well.

Working in a small school, they value the consideration given to their workload and well-being by school leaders, the local authority, diocese, and governing body. They appreciate opportunities for training and professional development to support the learning of their pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, curriculum changes have only recently been implemented. As a result, pupils do not always recall key knowledge and make links with their previous learning. The school should ensure that these curriculum improvements are embedded so that gaps in pupils' knowledge and skills are addressed.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2015.