|Name||Peppard Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 October 2011|
|Address||Church Lane, Peppard, Henley-on-Thames, Oxfordshire, RG9 5JU|
|Religious Character||Church of England|
|Number of Pupils||102 (33% boys 67% girls)|
|Number of Pupils per Teacher||19|
|Percentage Free School Meals||1%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
Peppard is a much smaller than average-size primary school. Almost all pupils are from White British backgrounds and all speak English as their first language. The proportion of pupils known to be eligible for free school meals is well below that seen nationally. The proportion of pupils with special educational needs and/or disabilities is average. Most of these pupils have moderate learning difficulties. The Early Years Foundation Stage caters for children in a single Reception class. The acting headteacher took up her post in September 2011 and two teachers also joined the staff at that time.
Peppard Church of England Primary is a good school. Parents and carers are overwhelmingly positive about the school and are rightly pleased with the outstanding care, guidance and support provided. The views of one are typical of many when commenting, ‘The induction process has been terrific for both my children. My four-year old feels totally secure in her new environment and has had the best introduction to schooling I could ever hope for. My older child has settled in amazingly well and this is an absolute credit to her teachers and the school environment.’ Pupils make good progress throughout the school. Early identification and good support for pupils with special educational needs and/or disabilities ensure they take a full part in all areas of the curriculum and progress in line with their classmates. Pupils achieve well throughout the school so that by the end of Year 6, their attainment is above average overall, and significantly so in the case of reading. Pupils’ outstanding behaviour and above average attendance contributes considerably to their progress. Teaching is good overall. Children are provided with a good start in the Early Years Foundation Stage. Good support and teaching ensure they make good progress and are well prepared for the next stage of learning. Good teaching continues through the rest of the school. Intervention strategies are particularly effective in helping those pupils who find reading and writing difficult, and effective strategies have now been implemented to accelerate their progress in mathematics. Staff know these pupils exceptionally well and provide them with tailored programmes to accelerate their learning. Teachers mark pupils’ work frequently and systematically. Their written comments highlight the next steps for learning, although pupils do not always follow up the comments. Teachers’ planning identifies work for pupils of different abilities. Occasionally, however, learning objectives and success criteria are not always written sufficiently clearly so that all groups know exactly what they should be able to do by the end of the lesson. In these instances, not all pupils make the progress of which they are capable. Pupils are rightly pleased with the wide range of enrichment activities that enhance the good curriculum. Opportunities for them to undertake regular sporting activities are severely curtailed by the very limited indoor and outdoor space. However, this is compensated for by the after-school sporting clubs and the daily ‘Activate’ sessions which help to support the pupils’ good healthy lifestyles. All pupils learn French and a recently introduced Spanish club is further enhancing their linguistic skills. The governing body provides effective support and challenge for the school. Following the promotion of the previous headteacher to another school, it appointed an acting headteacher who had previously worked with the school and who has been able to help sustain improvements made since the previous inspection. Self-evaluation is accurate and there have been improvements to the quality of teaching and learning, the result of systematic and effective monitoring. Plans for community cohesion are satisfactory. Strong links have been established with the local community. However, pupils’ awareness of people from other backgrounds is a weaker area of their otherwise good spiritual, moral, social and cultural development. The improvement to pupils’ progress, the quality of teaching and the school’s rigorous self-evaluation demonstrate it is well prepared to sustain improvements.