New Marston Primary School

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About New Marston Primary School

Name New Marston Primary School
Ofsted Inspections
Mrs Rachel Vlachonikolis
Address New Marston Primary School, Copse Lane, Headington, Oxford, OX3 0AY
Phone Number 01865761560
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 293
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to New Marston Primary School. The school is a warm, welcoming community. Leaders want pupils at the school to become well-rounded learners.

The values of growth, kindness, grit, belonging and integrity lie at the heart of the school's work. Pupils understand these values and are enthusiastic about their learning. Pupils' personal development is well supported.

Pupils study a wide range of topics across the curriculum. They like the exciting trips that support their learning, for example trips to museums, art galleries, music concerts and visits to Oxford University. They take part in a wide range of extra-curricular clubs, especially sports,, gardening and the very popular journalism club.

Teachers expect pupils to do well. Pupils respond to these high expectations. Lessons are interesting, and pupils look forward to them.

They work together in lessons and debate their ideas in a considered and mature manner.

Pupils are happy, cheerful and thoughtful towards others. They told inspectors that bullying does not happen at this school.

They know that when incidents happen adults help them sort it out quickly. Pupils trust that staff will keep them safe.

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

Leaders have placed great importance on pupils learning to read from an early age All staff are well trained to teach phonics (letters and the sounds they represent).

Adults are able to spot when pupils fall behind and give extra help when it is needed. Staff and pupils share a love of reading. This is seen in teachers' enthusiasm as they read stories to their pupils.

Pupils told inspectors that they enjoy reading the books that they take home. Leaders are aware that pupils do not always have opportunities to use and apply their reading comprehension skills well across all subjects.

Pupils have positive attitudes.

They learn well in all subjects. This is because leaders have planned an ambitious curriculum. It makes clear exactly what teachers should teach pupils and when.

However, teaching does not always build fully on what pupils know and remember from their previous work in some subjects, for example in history. This means that pupils are not always able to make connections between activities. They do not always use what they already know to help them in their new learning.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND). Inspectors saw many examples where teachers changed the content of lessons to make sure that these pupils could learn well. Teachers do this without lowering expectations for anyone.

Children get off to a strong start to their education in early years. Leaders and staff use assessment very well to identify any gaps in children's knowledge and understanding. The curriculum for early reading and mathematics is very effective.

Children engage enthusiastically in interesting activities and projects. For example, inspectors observed children plan, design, select materials and make 'robots'. As a result, children learn well during their time in the Nursery and Reception classes.

Pupils behave well in class. They move around the school politely and with respect. They share and debate their ideas in lessons in a mature and considerate manner.

Pupils respond well to feedback and use it to help them develop their ideas.

Leaders prioritise pupils' personal development. Pupils learn why it is important to show respect for others.

They are taught about a range of cultures, traditions and communities. Pupils work with leaders to organise and run a number of 'international community events' in school. These help them understand their place in the world.

Pupils are well prepared for life in modern Britain.

Leaders are careful to consider the workload of staff. Teachers say that leaders give them time to carry out their work.

Staff appreciate the efforts by the leadership team to consider their work-life balance. Leaders place much importance on providing the right training for staff.


The arrangements for safeguarding are effective.

Leaders ensure that all employment checks are robust and clear. All staff receive appropriate and up-to-date training. They understand what they need to do if they are concerned about a child.

Leaders take appropriate action to safeguard the most vulnerable children.

Leaders assess risks around the school and ensure that the school is a secure and safe place to be. Children say they feel safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

Curriculum leaders manage and monitor their subjects well. They have already identified plans to work with teachers to ensure that teaching in the wider curriculum builds effectively on pupils' previous knowledge. Leaders need to ensure that pupils do more, learn more and remember more across the wider curriculum.

. Pupils do not always have opportunities to use and apply their reading comprehension skills within the wider curriculum. Leaders should ensure that teachers develop pupils' reading comprehension skills so that pupils gain deeper knowledge and understanding in all subjects.

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