Ofsted conducted a monitoring inspection of Cropredy Church of England Primary School on November 30, 2022, following two successive judgments of requires improvement. The inspection aimed to assess the progress made by the school since its last graded inspection. The inspector engaged with the headteacher, staff, governors, local authority representatives, and the diocese to discuss the actions taken to enhance the school’s performance, particularly in light of the ongoing impact of the COVID-19 pandemic. The inspector also visited classrooms, reviewed curriculum documentation, the school improvement plan, and students' work to inform their judgment.
The findings indicate that while the school continues to require improvement, there has been some progress made by the leadership team. Additional capacity has been added to the leadership structure, with one teacher providing coaching to support improvements in teaching. A new special educational needs coordinator has also been appointed, which is expected to help address previous weaknesses in this area.
The headteacher and staff are actively working to address the weaknesses identified in the previous inspection. They have implemented coaching support focused on mathematics and English, which has positively impacted teaching consistency. The school has established a coherent curriculum across most subjects, clearly outlining what students are expected to learn and in what order. When teachers adhere closely to this planning, it aids students in building their knowledge and skills over time. However, there remains inconsistency in how effectively staff utilize these plans, particularly in adapting the curriculum for students with special educational needs and disabilities. As a result, some of these students are not achieving their full potential.
The leadership team has clearly articulated the necessary changes to improve the school, which has enabled governors to hold leaders accountable more effectively. Governors now have a better understanding of student learning in English and mathematics and are beginning to challenge leaders regarding learning in other subjects. However, the development of subject leadership is still in its early stages, and not all subject leaders are ensuring that staff deliver the curriculum consistently, which is essential for students to learn and retain information over time.
Staff have been guided to review behavior expectations, and both staff and students understand the established behavior rules. This clarity has led to more consistent behavior management among staff, resulting in reduced disruptive behavior and allowing students to concentrate on their learning.
The headteacher and staff have expressed appreciation for the effective support received from the local authority, which has facilitated the development of coaching to improve teaching, strengthened the transition from early years to Year 1, and enhanced the English and mathematics curriculums. The guidance from the local authority has also helped create focused improvement plans that target the necessary actions for swift enhancements.
In summary, while Cropredy Church of England Primary School has made strides in addressing previous weaknesses, further work is required to ensure that the school meets the standards necessary for a good rating. The leadership team is committed to ongoing improvement, and with continued support and effective implementation of strategies, the school has the potential to enhance its overall performance and student outcomes.
