St Ebbe’s Church of England Aided Primary School

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About St Ebbe’s Church of England Aided Primary School

Name St Ebbe’s Church of England Aided Primary School
Ofsted Inspections
Headteacher Mrs Tina Farr
Address Whitehouse Road, Oxford, OX1 4NA
Phone Number 01865248863
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 285
Local Authority Oxfordshire
Highlights from Latest Inspection


St Ebbe's Church of England Aided Primary School continues to be a good school.

What is it like to attend this school?

This is a happy school where pupils are not afraid to share their views because they know they have a voice.

Pupils from different cultures and faiths thrive here. They are treated as individuals, but know they are part of something bigger. Pupils are openly welcoming to visitors and proud to celebrate and share their passions and interests when given the chance (which is quite often if you are a pupil here).

The school sits as one special community at the heart of many. Aspirations for what pupils can achieve in and out of classrooms are high. Pupils from... all backgrounds, including those with special educational needs and/or disabilities (SEND), do well both academically and socially.

Parents agree. They also agree that their children feel safe here because of the care of hard-working staff.

Pupils behave well.

They like that the school is a friendly place. Older pupils talk positively about the way they are openly encouraged to play an active part in school life. Break and lunchtimes are a notable delight at St Ebbe's.

Boredom has been confined to the past as imaginations are stretched by a multitude of opportunities, enabling 'children to be children' in a safe, exciting and inclusive way.

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

Though the school remains good overall, significant improvements have been made since the last inspection. Leaders at all levels know the school well.

They are reflective and refreshingly honest about what is great about the school and what still needs to be better. Because of this, staff feel well led, supported and valued, which is reflected in their classroom practice.

The curriculum is largely unique in its design and is tailored to meet the needs of pupils well.

As a result, pupils enjoy their work as geographers, artists, or musicians, no matter what their barriers to learning are. Pupils with SEND are supported sensitively because their needs are understood and staff are skilled at adapting their teaching, though not lowering their expectations for pupils with additional needs.

Pupils enjoy learning across the curriculum.

Subjects other than mathematics and English are equally popular and designed to foster pupils' interests, while challenging them to learn about new things. The history scheme of work is clearly sequenced from early years to Year 6. Pupils enjoy being challenged by key questions such as 'do humans need art and why?' in their study of history.

They also enjoy learning about local history and much use is made of local historical resources and collections to bring history to life.

The school's work to teach pupils to read is given appropriate importance. Classroom visits in early years and key stage 1 showed the school's chosen phonics programme being implemented well.

Pupils from disadvantaged backgrounds and those in danger of falling behind are closely monitored and supported when needed. Work to develop pupils' love of reading is also a priority, though the school knows that there is further work to do to ensure that all pupils benefit equally from the well-intended, but currently inconsistently implemented, plans in this respect.

The impact of the school's mathematics programme is clear to see in published national test and assessment data.

Pupils make excellent progress and attain very well in comparison to other schools. Despite this, the school constantly looks to improve how the teaching of mathematics supports all pupils to make the progress they are capable of.

Pupils' personal development is supported well because the curriculum beyond the academic has a high priority.

This does not happen by accident. Staff understand the importance of preparing pupils for life in modern Britain and beyond the school gates. Pupils become increasing aware of equality and difference as they move through the school.

This starts in the very well-resourced early years, where children quickly learn about what is expected and what is not, because staff have equally high aspirations across all phases of the school.

The school's junior leadership team plays an important role in bringing pupils together. Team members relish their duties to promote the wider interests of pupils, leading assemblies, and acting as ambassadors and positive role models for all.

Simple things such as ensuring that pupils are safe and confident to cycle to school are also prioritised. This work is linked to the context of living in the City of Oxford, but also as part of promoting healthy lifestyles and encouraging independence. Residential trips and sports days are keenly anticipated.

Pupils' growing enjoyment of school is also reflected in a significant improvement in their attendance and an impressive reduction in persistent absence.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's work to develop pupils' love of reading is not as consistent as leaders intend.

In some year groups, pupils do not read as widely or as often as they might. This means that whilst some pupils experience a rich and varied menu of high-quality books and texts, some are less well served. Leaders are aware of this.

Work has begun to address the issue. Leaders now need to make their expectations more overtly clear, so that all pupils have the same opportunities and their love of reading and the written word is developed fully by the time they leave the school.


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 April 2015.

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