Oundle Church of England Primary School

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About Oundle Church of England Primary School

Name Oundle Church of England Primary School
Website http://www.oundleceprimary.org
Ofsted Inspections
Headteacher Mrs Joanne Griffin
Address Cotterstock Road, Oundle, Peterborough, PE8 5HA
Phone Number 01832272392
Phase Academy
Type Academy converter
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 366
Local Authority North Northamptonshire
Highlights from Latest Inspection

What is it like to attend this school?

The school values weave throughout the life of the school, its staff and pupils. The three threads of 'joy, kindness and resilience' are represented symbolically by a star, bucket and apple.

The stories told about these characteristics enable pupils to develop a robust understanding of them. The whole school understand and own the school values. As one pupil typically stated: 'Our values are the most important thing because that is what makes our school ours, and what makes us, us.'

The school supports pupils to 'be the best we can be'. Pupils know that 'trying your hardest is fine.' The school takes every opportunity to provide meaningful and varied experi...ences for its pupils.

It is particularly ambitious for those who are disadvantaged including those with a special educational need and/or disability (SEND). A wide range of clubs broadens pupils horizons. There are many opportunities for pupils to make a difference in their school.

Eco, ethos and school councillors meet regularly to improve the school.

There is a calm yet excited feel around the school. Pupils enjoy attending regularly.

Relationships between pupils and staff are highly respectful. Motivated pupils engage well in lessons. Bullying is not tolerated.

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

Pupils begin to learn to read as soon as they start in the early years. There is a rigorous approach to teaching phonics. Skilled staff recognise when pupils fall behind.

Pupils receive the help they need and quickly catch up. Beyond phonics, there is a well-structured reading curriculum. Pupils enjoy reading.

They talk positively about the range of books the school provides. They enjoy their library time. The school's reading spine ensures that books integrate with the wider curriculum.

Pupils enjoy their story time because the teachers make that time fun and meaningful.

Leaders have acted swiftly to address the recent decline in standards in mathematics. There is a consistent approach to teaching mathematics.

Staff are knowledgeable. Lessons build on what pupils have been taught before. Pupils revisit prior learning regularly to ensure that they are able to recall and remember what they have learned.

Teachers adapt work to ensure that they resolve any misconceptions. Pupils talk confidently about their learning.

The wider curriculum is broad and ambitious.

Teachers carefully plan lessons. They have secure subject knowledge. Effective questioning helps guide pupils thinking and learning.

Pupils engage with their learning. As a result, they are highly motivated to participate in lessons. The school has recently made further improvements to its curriculum.

However, in a few subjects, the school has not checked precisely enough that these changes are working well enough. Pupils explore the identified key vocabulary. Pupils use this effectively to explain their thinking.

One pupil stated when talking about science: 'It pushes the boundaries of my mind.'

Children quickly settle into the early years foundation stage (EYFS). Expectations are high.

Learning opportunities are well planned. This leads to high levels of collaboration and independence. Pupils work for sustained periods of time.

The early years is an exciting place in which to learn.

Pupils with SEND are well catered for at this school. Pupils' needs are swiftly identified.

These are regularly reviewed with pupils, parents, and carers. A wide range of support is on offer.

Pupils behave well.

Leaders have taken time to consider the behaviours that they want pupils to display. The values that underpin the school are very much reflected in the approach to dealing with behaviour. Pupils are set challenges for kindness.

It encourages pupils to think about how their behaviour may be interpreted by others. Pupils are polite when talking to adults. They have a strong sense of right and wrong.

Opportunities for pupils' personal development are extensive at this school. For example, 'Wow, ow and now' events enable pupils to explore spirituality and the awesome nature of our world. Pupils consider the harm humans have inflicted on the planet and the responsibility they have to make it a better place.

Pupils are highly tolerant and respectful. They learn about their responsibilities as global citizens through charity work. The school considers individual needs as well as specific groups of pupils.

The school's work to support service children makes a tangible difference. The 'Troopers' group, as one pupil put it, is a place where: 'If they feel sad you know people will understand and it stops you worrying about your parents.' There are excellent links with the community.

For example, visits from Blooming Oundle, to develop the school allotment, and an independent school broaden pupils' experiences.

Leaders understand their school well. There is clarity about what works well and where they can make the school even better.

There is a strong partnership with the multi-academy trust and they work well together.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Much work has been undertaken to improve the school's curriculum recently.

However, in a few subjects, the school has not checked precisely enough that these changes are working well enough. As a consequence, some pupils do not recall what they have previously learned, and some initiatives are not consistently applied. The school should now check that all they do has the intended impact and that changes are implemented with precision.

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