The Grange Community Primary School

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About The Grange Community Primary School

Name The Grange Community Primary School
Ofsted Inspections
Headteacher Ms Beverley Boswell
Address Avocet Way, Banbury, OX16 9YA
Phone Number 01295257861
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 306
Local Authority Oxfordshire
Highlights from Latest Inspection


The Grange Community Primary School continues to be a good school.

What is it like to attend this school?

Pupils are happy at this welcoming and inclusive school. One parent summed up the views of many, saying, 'My child simply bounces into school each morning.'

Pupils talk with confidence and enthusiasm about their school values, 'The Grange Way', which helps them to make good choices in all that they do. They know that there is always someone to talk to and that staff will resolve any worries quickly, including any concerns about bullying. This strong culture of care helps them to feel very safe.

Pupils take learning seriously. They are ambitious. Pupils talk confidentl...y about how they will use their developing knowledge and skills in the future.

Right from the start of Reception, pupils know that staff will support them to be successful. They recognise the high expectations that staff have for both their academic and pastoral development, which are met.

The school's inclusive ethos means that all pupils, including those with special educational needs and/or disabilities (SEND), do well.

All achievements are celebrated meaningfully, and all pupils benefit from a wide range of extra-curricular and enrichment activities. Pupils are proud of the responsibilities they take on, such as their work as reading and mental health ambassadors.

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

Leaders are highly ambitious for all pupils.

Their determination for all pupils to achieve starts right from the children's first day in Reception. Here, leaders focus on making sure that children learn new vocabulary and the skills to get on well with others. This is particularly effective for pupils with SEND, who settle quickly to activities.

Throughout the school, staff identify pupils' needs well. Typically, they successfully adapt activities so that all pupils can access the curriculum.Leaders have created a culture where reading is highly valued.

They make sure that pupils read widely and often. There is lively and enthusiastic discussion about books throughout the school. Pupils quickly learn to read fluently.

This is because staff are well trained and skilled in teaching phonics. As soon as children start Reception, they learn the sounds that letters make. Pupils read books that are well matched to the sounds they know.

Teachers make good use of information from ongoing assessments. Pupils at risk of falling behind in their reading are quickly identified and given the help they need. As a result, pupils consistently achieve well.

The curriculum is broad and ambitious. Leaders have set out the content that pupils need to learn. In most subjects, they have identified the essential knowledge that pupils must retain to build their learning securely over time.

Generally, teachers present new information clearly and carefully check what pupils know. In mathematics, for example, staff use their 'hotch-potch' sessions to revisit important mathematical content. This helps pupils to confidently recall their learning over time and to make links with other subjects.

However, in a few subjects, where the key content is not identified as precisely as it needs to be, teachers are not always clear what they should prioritise. Consequently, this has led to some gaps in pupils' knowledge, and they do not always learn as much as they could.

The school's values and high aspirations are reflected in pupils' behaviour, attitudes to learning and personal development.

Pupils like knowing what is expected of them, and they take pride in meeting staff's expectations. They work hard in lessons and are keen to learn. Staff address rare instances of off-task behaviour quickly and effectively.

Leaders have planned carefully for pupils' personal development. Alongside a wide range of clubs and extra-curricular activities, they ensure that pupils are well prepared for life in modern Britain. They do this through the taught curriculum and through living the values expressed in 'The Grange Way'.

Through personal, social, health and economic education, pupils regularly reflect on their views and their place in the world. This helps them to build their understanding of the world and to develop their social skills. There is a strong sense of inclusivity reflected through this work.

Leaders monitor participation in different activities to ensure that pupils with SEND and disadvantaged pupils are fully included.

School governors are knowledgeable and committed to making sure that pupils succeed in every aspect of school life. Staff are supported effectively by leaders and feel proud to work at The Grange.

Everyone shares a strong sense of pride in watching pupils achieve as they progress throughout the school.


The arrangements for safeguarding are effective.

Leaders provide high-quality training to staff so that they understand their roles and responsibilities.

They know the risks to pupils in the local community. Staff report concerns promptly. Leaders take swift action to ensure that pupils and families get the help they need.

Record-keeping for safeguarding is comprehensive. Pupils learn to keep themselves safe, including when online. This includes learning about road and fire safety.

Older pupils learn basic first aid and how to report an emergency. They are confident to talk to adults in school if they have a concern and know that they will be listened to and supported.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few foundation subjects, leaders have not identified precisely enough the essential knowledge that pupils need to learn over time.

As a result, pupils are not building their knowledge as well as they could be in these subjects. Leaders should ensure that staff have sufficient guidance about what pupils need to learn and remember, including how component knowledge builds over time in all subjects.


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 July 2013.

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Chasewell Playgroup St John’s Catholic Primary School

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