Launton Church of England Primary School, located in Launton, Bicester, Oxfordshire, was inspected on 20 and 21 February 2024. The overall effectiveness of the school was rated as requiring improvement, which reflects a decline from its previous inspection grade of good. The quality of education, personal development, leadership and management, and early years provision were all assessed as requiring improvement, while behaviour and attitudes were rated as good.
The school is described as welcoming, with pupils feeling safe and well cared for. They build secure relationships with staff, and those with special educational needs and disabilities are fully included in school life. However, despite the school's high ambitions for pupil achievement, the learning outcomes do not yet meet these aspirations. The clarity of what pupils need to learn and how this is assessed is not fully developed, leading to variable achievement over time, particularly in early years.
Pupils generally behave well in lessons and around the school, demonstrating values such as resilience and compassion. They are encouraged to try hard and act kindly, with rewards and certificates recognizing their efforts. Opportunities for responsibility are provided through roles like assembly and field monitors, and educational trips enhance their learning experiences.
While the school has ambitious long-term aims for a broad range of subjects, the curriculum design lacks precision. Staff do not consistently understand the specific knowledge that needs to be taught, which has been exacerbated by changes in leadership and staff. Consequently, there have been delays in the school's improvement efforts, and staff training has not yet ensured that teaching consistently builds pupils' knowledge over time.
The school is inclusive and has high aspirations for pupils with special educational needs. Individual support is tailored to meet their needs, particularly for those with social, emotional, and mental health challenges. Early reading is prioritized, with phonics taught effectively and a wide range of carefully chosen books available. However, aside from early reading, the early years curriculum lacks development, resulting in activities that do not provide rich language and developmental opportunities.
Pupils do not achieve as highly as they should because staff do not routinely check what pupils know and remember. This lack of assessment leads to gaps in knowledge that are not addressed effectively. Where staff do check understanding and adapt teaching accordingly, pupils demonstrate better recall and application of knowledge, but this practice is inconsistent.
Pupils take pride in their school and attend regularly, with the school maintaining high attendance expectations. While disruptions to lessons are rare, some pupils struggle to maintain concentration for extended periods. The school's high expectations for attitudes to learning are not always reinforced effectively, impacting learning outcomes. However, when learning is clearly explained and followed by well-chosen tasks, pupils show positive attitudes and pride in their work.
The school provides a strong moral compass, with pupils understanding the difference between right and wrong and being knowledgeable about online safety and physical health. However, the provision for personal and wider development lacks coherence, preventing pupils from building the breadth of knowledge they should.
Staff and governors are committed to the school and recognize the need for improvement. They are determined to enhance the quality of education and opportunities for all pupils. The safeguarding arrangements are effective, ensuring a safe environment for all students. The school must focus on refining its curriculum to clearly identify the knowledge pupils need to learn, improve assessment practices, and enhance early years provision to ensure all children receive the best possible start in their education.
