Onny CofE (A) Primary School

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About Onny CofE (A) Primary School

Name Onny CofE (A) Primary School
Ofsted Inspections
Headteacher Mrs Victoria Reynolds
Address Onibury, Craven Arms, SY7 9AW
Phone Number 01584856320
Phase Primary
Type Voluntary aided school
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 107
Local Authority Shropshire
Highlights from Latest Inspection

What is it like to attend this school?

The school is at the heart of a rural village community. Staff know pupils and families well. Leaders have created a caring school, where everyone is welcome.

Pupils new to the school are well supported.

Pupils are polite and well mannered. They show the school rules of 'be respectful, be ready and be safe'.

They show respect to all people and for those who are different to them. They say that school is like a family. Bullying is rare.

Concerns are followed up quickly. Pupils are happy and safe.

Pupils enjoy a range of activities at play time.

This includes an outdoor gym and books, and they enjoy watching sheep on the surrounding h...ills. Some pupils are given specific responsibilities, such as being peer mentors. Mentors support pupils during play times.

Relationships between pupils are friendly and respectful. They are kind to each other. Pupils take turns when playing.

They help each other during lessons and around school.

Leaders have high aspirations for pupils. They understand how education improves the life chances of pupils.

Leaders focus on building vocabulary, starting with the youngest pupils. Leaders provide opportunities for pupils to experience the wider world. Pupils enjoy the experience of a range of visits and visitors to the school.

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

Leaders have successfully focused on creating a new curriculum. This supports their aspirations for pupils at the school. Leaders have included wider experiences and opportunities pupils will need.

For example, visits to urban communities prepare pupils for life beyond their own community. Leaders have set out the key information and vocabulary they expect pupils to learn, including pupils in early years. The curriculum is well sequenced, from the early years to Year 6.

However, some subjects are not as well developed as others. Leaders know what they need to do to develop these further.

Teachers have contributed to the design of the curriculum.

As a result, most staff know and implement the curriculum well. Some inconsistencies in implementation are being addressed by leaders. Subject leaders' knowledge of their subject is secure.

Many are new to leadership. They do not yet have the experience to check the impact of their subject. This is currently being addressed by senior leaders.

Teachers recap on what pupils have already learned. Pupils build on their prior learning and remember more of the curriculum as a result. Generally, teaching resources are well matched to activities.

Pupils with special educational needs and/or disabilities (SEND) learn alongside their peers. However, some pupils with SEND are not consistently given the resources they need. As a result, they are not able to fully access their learning.

Systems to identify pupils with SEND are secure. However, leaders do not consistently evaluate how well staff support pupils with SEND.

Reading is a high priority across the school.

Phonics is taught from the start in the early years. Staff teach with accuracy, but some staff do not address misconceptions quickly enough. Pupils read a wide range of books and poetry.

Books match the phonic ability and fluency of pupils. Leaders track how fluently pupils can read. Pupils who are falling behind read with an adult regularly.

Leaders have successfully focused on positive behaviour strategies. Pupils are eager to learn and approach their lessons with enthusiasm. Training has supported staff to understand pupils' individual needs.

Behaviour is dealt with consistently across the school. Pupils are calm and behave well as a result. Where pupils need extra support, this is dealt with quickly.

However, leaders do not consistently evaluate behaviour policies for pupils with additional needs.

Pupils experience a range of opportunities. They look forward to residential visits and theatre productions.

Through performances by visiting organisations, Christian stories come to life. Pupils know about the Houses of Parliament and who makes laws in Great Britain. Pupils in the early years learn about families and different cultures.

They respect people from different religions and ethnic backgrounds.

Leaders and governors promote the school motto, 'Growing to be the best that we can be for God, ourselves and each other'. This applies to the whole school community.

Pupils are taught to not give up when they find something hard. Staff are supported through their own professional development. Governors have high aspirations for pupils.

They consider the well-being and workload of staff when implementing new policies.

Most, but not all, parents express positive opinions about their child's experiences at school. For example, they value the support pupils are given when they first join the school.


The arrangements for safeguarding are effective.

Leaders take timely action to follow up any safeguarding concerns raised by pupils and staff. They identify pupils who may need early help accurately.

Leaders work closely with other agencies. Appropriate support is put in place quickly. Leaders have a secure understanding of a range of risks, including domestic abuse and county lines.

Staff know how to raise concerns about other staff. There are clear recruitment checks in place when new staff join the school.

Pupils know how to keep themselves safe online.

They understand the importance of healthy relationships. They can name adults who will help them. Pupils feel safe at school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Many subject leaders are new to their roles. They have not yet evaluated the impact of their subject across the school. Leaders should ensure that subject leaders are able to develop their roles, including understanding the impact of the curriculum on pupils' learning.

• Some pupils with SEND do not always receive the support they need. As a result, they are not always able to access their learning. Leaders should evaluate how consistently pupils with SEND are supported, to ensure they all realise their potential.

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