Marsh Gibbon CofE Primary School, located in Bicester, Oxfordshire, has undergone an ungraded inspection on January 31 and February 1, 2024. The overall judgement remains good, although evidence suggests that a graded inspection might yield a lower rating. The school has experienced a period of instability in leadership and staffing since the last inspection in June 2018, but the current leadership team has provided stability and a positive direction. Staff feel supported and are committed to the school’s improvement efforts.
The school emphasizes values such as compassion, respect, and friendship, which are integral to creating a welcoming environment for pupils. Students take pride in demonstrating these values, earning recognition through ‘value bands’ for their positive behavior. The school offers a variety of activities and leadership opportunities, including roles in worship and the school council, which pupils find engaging.
Classrooms are described as happy and purposeful, with most pupils behaving sensibly during lessons. They enjoy their learning and strive to meet their teachers’ expectations. Relationships among pupils and staff are warm, contributing to a positive atmosphere. Lunchtime activities promote physical engagement and social interaction, although minor conflicts occasionally arise. Pupils feel confident that staff address any concerns promptly.
While most pupils achieve well and take pride in their accomplishments, the curriculum in certain subjects does not allow for deep learning. There are weaknesses in the school’s processes for supporting pupils with special educational needs and disabilities (SEND), which may lead to unmet needs. The school identifies pupils with SEND and provides support, but the planning and review processes are not fully effective, leading to some parents expressing frustration regarding the provision for their children.
The curriculum is ambitious, particularly in English and mathematics, where it is well-structured to help pupils achieve. Important knowledge is logically sequenced, and opportunities for practice are integrated with new content. However, in some subjects, the curriculum lacks depth and coherence, limiting pupils’ understanding. The school has not effectively sequenced content in foundation subjects, which affects the depth of learning.
A strong reading culture exists within the school, with younger pupils making good progress in their reading skills. Staff are adept at identifying gaps in knowledge, but the support for pupils who struggle with reading could be improved to prevent them from falling behind. Leaders have prioritized training in mathematics and reading to enhance staff subject knowledge, and effective teaching strategies are employed to break down learning into manageable parts.
The school has made strides in improving attendance and behavior, with a consistent approach that clarifies expectations for pupils. However, the analysis of attendance and behavior data is not robust enough to inform strategic improvements, particularly for vulnerable pupils. Leaders are committed to providing well-rounded development opportunities for all pupils, especially those with limited experiences outside of school.
The safeguarding arrangements are effective, ensuring a safe environment for pupils. The school’s processes for reviewing and planning support for pupils with SEND need improvement, particularly in engaging with parents to ensure their views are considered. Additionally, the school must enhance its record-keeping and analysis of attendance and behavior to better identify and address issues. Overall, while the school demonstrates many strengths, there are areas requiring attention to ensure all pupils receive the support and education they need to thrive.
