Wootton-By-Woodstock Church of England Primary School

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About Wootton-By-Woodstock Church of England Primary School

Name Wootton-By-Woodstock Church of England Primary School
Website http://www.wootton-woodstock.oxon.sch.uk/
Ofsted Inspections
Headteacher Mrs Karen Ward
Address Church Street, Wootton, Woodstock, OX20 1DH
Phone Number 01993811520
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 24 (58.3% boys 41.7% girls)
Number of Pupils per Teacher 12.1
Academy Sponsor Diocese Of Oxford
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this school?

Inspectors agreed with parents and carers who said that this is a 'small school with a big heart'. Pupils model the school values of friendship, respect and kindness every day.

Leaders celebrate these qualities in weekly assemblies. Pupils in Years 3, 4, 5 and 6 are taught in a partner school. They feel warmly welcomed.

Pupils say that they miss their old school site, but appreciate having more friends and opportunities.

Pupils are happy and safe. They meet high expectations for behaviour.

Pupils work and play together with a smile, sharing equipment and showing kindness to one another. Some pupils say that they were bullied in the past, but adults s...topped it and now they never worry about bullying.

Staff enrich school life with visits to the theatre, a palace and a local outdoor learning centre.

Pupils value their residential trips, taking part in adventurous activities such as caving, surfing, climbing and canoeing.

Pupils demonstrated the value of democracy during 'pupil parliament' elections. They prepared speeches to persuade others to vote for them.

The elected pupils helped to review the school's behaviour policy.

House captains are proud to lead their teams in events and competitions. Staff celebrate the unique talents of pupils, who take the 'golden throne' when presenting their achievements to everyone at school.

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

Pupils are learning a well-planned curriculum. In science, pupils recall significant knowledge as a result of carrying out memorable experiments. Work in books is well presented, and teachers have high expectations.

Mathematics starts strongly in early years, where children learn about shapes and numbers in an environment rich with vocabulary and carefully considered resources. Pupils love mathematics. They can explain concepts and skills with confidence.

Pupils' written work shows secure knowledge of calculation strategies. Some pupils find mathematics too easy. At times, pupils finish tasks and do not receive enough challenge to extend their skills and knowledge further.

Reading provision is strong from the moment children start school in the nurturing early years environment. Teachers and support staff share expertise and enthusiasm to help pupils learn sounds with success. Pupils are excited about books and enjoy demonstrating their reading skills.

They practise the sounds they have been taught using well-chosen texts. If pupils fall behind, staff provide precise help to ensure that they catch up. As a result, pupils learn to become fluent and confident readers.

Leaders provide effective support for pupils with special educational needs and/or disabilities (SEND). The headteacher uses her expertise as the SEND coordinator to identify help that is needed. Leaders and staff access specialist training to constantly improve their provision for pupils who need extra support.

For example, staff support pupils with autism spectrum disorder by helping them with their social and communication skills. Pupils with dyslexia use reading aids and benefit from one-to-one reading sessions. As a result, pupils with SEND achieve well.

Staff and pupil numbers are low. Leaders understand that this could limit teachers' capacity for professional development, so staff take advantage of regular opportunities to collaborate with larger schools in the trust. This has helped to maintain good standards of education.

Behaviour is positive. Pupils are polite and respectful. They concentrate in lessons, so learning is not disrupted.

Some pupils have required specific support with their behaviour. Leaders have worked with families and local service providers to secure targeted support. As a result, behaviour has improved for vulnerable pupils.

Pupils' personal development is enriched through curriculum content and assemblies. Pupils learn about a range of faiths, Black history and different types of relationships. Visitors, such as the local police, help with guidance for modern living.

Older pupils learn about substance misuse and consent, which helps equip them for future life. Leaders ensure that online safety is a key focus in the computing curriculum. Pupils understand how to block and report online dangers.

The local sports partnership offers pupils opportunities to play cricket and attend dance festivals. Pupils enjoy performing at the 'Big Sing' concert in Birmingham. Leaders recognise that small pupil numbers can limit the range of extracurricular opportunities.

They promote collaboration with other schools to stop pupils missing out. For example, pupils enjoy outdoor learning sessions every week at the partner school.

The headteacher is well regarded by parents, who say that leaders listen to them and always put their children first.

One parent, typical of many, said that staff 'invest in each child personally'. Staff are proud to work at this school. They say that the headteacher provides valuable support with their workload and well-being.

Governors and trustees share the headteacher's vision and ethos. They are passionate that the school be inclusive and aspirational for all. Governors and trustees know the school well.

They provide challenge to leaders and fulfil responsibilities for safeguarding, finance and equality.


The arrangements for safeguarding are effective.

Safeguarding practice is built on positive relationships and strong communication.

Staff are efficient when recognising and sharing concerns about pupils. Training records show comprehensive support for staff to identify risks. While pupils feel safe and well supported, everyone remains diligent.

There is a sharp awareness that 'it could happen here'.If families need help, leaders work with external agencies to secure it. Safeguarding records are detailed, demonstrating prompt and appropriate action.

Procedures for recruiting staff and volunteers are thorough and secure.

Pupils learn about healthy relationships and digital safety in assemblies and lessons. They know what to do if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Pupils are not always sufficiently challenged in mathematics. As a result, they do not always achieve as highly as they could. Leaders recognise this and should continue their work to ensure that teachers plan sharper activities to challenge pupils, building on their existing knowledge.