Newbottle and Charlton Church of England Primary School, located in Banbury, Oxfordshire, was inspected on April 18 and 19, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, leadership and management, and early years provision also marked as requiring improvement. However, the school demonstrated good behaviour and attitudes among pupils, as well as good personal development.
The school environment is described as warm and welcoming, where pupils feel safe and happy. They appreciate the kindness of their peers and staff, adhering to the school’s rules of being ready, respectful, and safe. Pupils exhibit good attitudes towards learning, striving to meet the high expectations set by their teachers. Older students have aspirations for their future and understand the importance of hard work in achieving their goals. Behaviour in the school is generally good, with respect shown towards peers and adults. The house point system encourages teamwork, and instances of bullying are rare, with leaders taking a firm stance against it.
Despite the positive aspects, the curriculum is not consistently delivered across the school. Some teachers fail to adequately assess pupils' prior knowledge, leading to gaps in learning and retention of information. While parents and carers express overwhelming positivity about the school, noting the nurturing environment provided by the staff, there is a clear need for improvement in the curriculum's implementation.
Leaders have recently developed a new curriculum, focusing on mathematics and English, but further work is needed to enhance the early years curriculum. The teaching of the new curriculum is still in its early stages, and inconsistencies in delivery mean that pupils do not always learn effectively. Teachers are encouraged to address misconceptions during lessons to ensure all pupils grasp the intended learning outcomes.
In subjects like physical education and history, teachers do not consistently check what pupils already know, which hampers the building of knowledge over time. Early reading instruction is well-implemented, with children starting to learn phonics as soon as they enter school. However, some pupils do not have enough opportunities to read regularly, which affects their fluency.
In the early years, children are confident and enjoy their time at school, although some struggle with listening and concentration during adult-led activities. Pupils with special educational needs and disabilities receive appropriate support, and teachers are trained to cater to their needs effectively.
Pupils' personal development is prioritized, with extracurricular clubs fostering their interests and talents. They feel a sense of belonging within the school community and respect individual differences. Leaders have established strong relationships with staff, governors, and parents, all working towards the common goal of helping pupils achieve their best.
Governors and leaders recognize the need for improvement and have been slow to act on ensuring the quality of education meets the required standards. Safeguarding arrangements are effective, with staff trained to identify and respond to concerns. Pupils are aware of local safeguarding risks and know they can seek help from adults in school.
To improve, the school must address inconsistencies in curriculum implementation, ensure teachers effectively check pupils' understanding across all subjects, and develop the early years curriculum to clearly outline the knowledge children should acquire. The school community is committed to fostering an environment where all pupils can thrive and achieve their potential.
