St Andrew’s Church of England Primary School, Oxford

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About St Andrew’s Church of England Primary School, Oxford

Name St Andrew’s Church of England Primary School, Oxford
Ofsted Inspections
Headteacher Mrs Jo Holmes
Address London Road, Headington, Oxford, OX3 9ED
Phone Number 01865762396
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 242
Local Authority Oxfordshire
Highlights from Latest Inspection


St Andrew's Church of England Primary School, Oxford continues to be a good school.

What is it like to attend this school?

Pupils are immensely happy in this inclusive place. Leaders have high expectations.

Their motto, 'Everyone is Different. Everyone is Special', weaves flawlessly into everyday routines. Pupils understand how it helps them to be compassionate and considerate citizens.

They feel safe and say that bullying is rare. Pupils trust that staff will deal with any issues straight away. As one Year 5 pupil said, 'We respect ourselves and treat everyone just how we would want to be treated.'

Through an exciting menu of after-school activities, s...uch as judo, hockey, yoga, lacrosse, art and orchestra clubs, pupils gleefully pursue their interests and hobbies. They learn to play musical instruments such as the violin, saxophone, piano and the gamelan. Pupils showcase their creative talents by organising concerts for their families or performing in the community.

The church, which is close by, is a much-valued part of school life. Pupils relish their regular visits, particularly at special celebrations throughout the year.

Younger pupils love their forest school.

They told the inspector that it is important and teaches them valuable skills such as teamwork and problem-solving. Pupils enjoy taking on roles such as being a librarian, part of the Green Team or a member of the school council.

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

Governors and leaders are ambitious for all staff and pupils to fulfil their potential and succeed.

Staff are extremely proud to work at St Andrew's. They feel greatly supported by leaders and governors in managing their workload. Governors visit the school regularly.

They provide challenge and support in equal measure. Leaders and governors know what needs to improve further in the quality of education.

Pupils broaden their horizons through a wealth of well-considered experiences and opportunities.

For instance, they work with scientists, musicians, artists and authors to find out about different jobs. Pupils take a keen interest in current affairs. They hold thoughtful debates on themes such as equality in sports, refugees, and the ethics of advertising.

Pupils really understand how to look after their health and mental well-being. They know what makes a healthy relationship. Pupils respect others' religious beliefs and traditions.

Trips to different places of worship provide valuable opportunities for pupils to learn about and reflect on important aspects of life in modern Britain.

Leaders focus sharply on making sure that the quality of education is high. Together with their well-motivated and capable team, they have designed a creative and interesting curriculum.

For instance, pupils build a broader appreciation of different topics by visiting art galleries and the theatre. They learn about their local heritage and go on trips to the Mini factory and the Ashmolean Museum. Overall, leaders have set out what pupils should learn step by step in all year groups.

In a small number of subjects, such as history, leaders are revising the curriculum. This is because, sometimes, teachers do not plan work that helps pupils develop a deep understanding of the important knowledge they need to learn. Consequently, pupils do not achieve as well as they could in all their work.

Staff identify any pupils with special educational needs and/or disabilities (SEND) quickly and accurately. When appropriate, leaders engage with specialist agencies to help ensure that pupils with SEND can access the same curriculum as their peers.

Leaders foster pupils' love of reading well.

The school library and classrooms are stocked with a vibrant selection of texts. These encourage pupils to discover and enjoy a diverse range of literature. Older pupils speak with confidence about why reading is important.

Children are enthusiastic about the stories staff share and recommend. Pupils read books that contain the sounds they are taught. However, sometimes, staff do not make sure that pupils learn the correct sounds for letters.

As a result, some of the youngest pupils have gaps in their phonic knowledge and do not learn to read quickly enough.


The arrangements for safeguarding are effective.

Leaders ensure there is a strong safeguarding culture.

They provide staff with up-to-date safeguarding training. Staff are adept at identifying any signs of concern and reporting them swiftly. Leaders work well with a range of external agencies to ensure that any vulnerable pupils and their families receive the help they need.

Leaders maintain accurate and thorough records which show evidence of timely action being taken where concerns have been raised. Pupils learn and know how to keep themselves safe in the real and online world.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, the revised curriculum in not yet fully embedded.

As a result, pupils do not achieve as well as they could in all their work. Leaders need to continue to embed the revised curriculum and make sure that all teachers are well trained to implement this effectively. ? Occasionally, the quality of phonics teaching is inconsistent.

As a result, some of the youngest pupils do not learn to read quickly and fluently. Leaders should make sure that all staff teach phonics effectively.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 in November 2012.

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