Windrush Valley School

Windrush Valley School is an independent day school located in Ascott-under-Wychwood, Oxfordshire, catering for boys and girls aged between three and eleven years. Established in 1951 in Burford, the school relocated to its current site in the mid-1980s. Owned by Windrush Valley School Limited, it was purchased in 1999 by the current head and deputy head, who are also the directors. The school is divided into three units: the Foundation Unit for Nursery and Reception children, the Pre-Preparatory Unit for Years 1 and 2, and the Preparatory Unit for Years 3 to 6.

The school aims to create a positive and caring environment where children can grow into happy and self-confident individuals while achieving academic excellence. It encourages pupils to reach high standards in both academic success and personal behavior. The majority of the pupils come from white British families living within a twenty-mile radius of the school. Nationally standardized test data indicates that the pupils' abilities are above average. The school has identified sixteen pupils with special educational needs and/or disabilities, including dyslexia, with three receiving additional specialist help. One pupil has an education, health, and care plan, while no pupils have English as an additional language.

The regulatory compliance inspection conducted by the Independent Schools Inspectorate revealed that the school does not meet all the required standards set forth in the Education (Independent School Standards) Regulations 2014. The inspection was a compliance-only assessment, focusing on whether the school meets the minimum standards required. The findings highlighted several areas of concern, particularly in the quality of education provided, the welfare, health, and safety of pupils, and the suitability of staff.

In terms of educational quality, the school measures attainment using national curriculum tests, with results from 2014 to 2016 being above the national average for maintained schools. Teaching practices enable pupils to make good progress, supported by effective behavior management and suitable resources. However, the curriculum lacks appropriate written plans and schemes of work for all subjects, which should consider the ages, aptitudes, and needs of all pupils. The school must ensure that the curriculum is supported by appropriate written schemes of work.

Regarding the spiritual, moral, social, and cultural development of pupils, the school actively promotes principles and values that facilitate personal development as responsible citizens. This standard is met. The welfare, health, and safety of pupils are also addressed, with good behavior promoted and bullying prevented. However, the safeguarding policy does not reflect current statutory guidance, and required recruitment checks are not consistently carried out. Records of safeguarding training are inadequate, and the management of health and safety lacks a rigorous approach to risk assessment. The school must ensure that safeguarding policies align with statutory guidance and that all required recruitment checks are completed before staff commence employment.

The inspection also assessed the suitability of staff, with a register of appointments maintained as required. However, recruitment checks on staff have not always been undertaken prior to employment, particularly concerning identity, the right to work in the UK, and qualifications. The standards relating to the suitability of those in contact with pupils are partially met, but the school must ensure that all required checks are completed before staff start working.

The premises and accommodation at the school provide suitable facilities for pupils, including appropriate toilet, changing, and showering facilities. However, the maintenance of the premises does not consistently meet health and safety standards, and security arrangements are inadequate. The school must ensure that the premises are maintained to a standard that ensures the health, safety, and welfare of pupils.

The provision of information to parents and inspectors is generally satisfactory, with a range of information published regarding the school's ethos, curriculum, and arrangements for admission and behavior. The standard relating to the provision of information is met. Complaints are handled effectively through a three-stage process, and the standard for handling complaints is also met.

The quality of leadership and management at the school is a significant area of concern. The proprietors have not ensured that those in leadership positions demonstrate the necessary skills and knowledge to fulfill their responsibilities effectively. Failings identified in the previous inspection regarding safeguarding, staff recruitment, and leadership have not been addressed, compromising the well-being of pupils. The standards relating to leadership and management are not met, and the school must ensure that effective procedures are implemented to fulfill responsibilities and promote pupil well-being.

The inspection evidence included lesson observations, formal interviews with pupils, and discussions with staff and proprietors. Inspectors also reviewed samples of pupils' work and examined the facilities for the youngest pupils. The responses from parents and pupils to pre-inspection questionnaires were analyzed, along with curriculum documentation provided by the school.

In summary, Windrush Valley School has several strengths, particularly in the quality of education and the personal development of pupils. However, significant areas for improvement have been identified, particularly in compliance with safeguarding regulations, staff recruitment practices, and the overall leadership and management of the school. Immediate action is required to address these deficiencies to ensure the safety and well-being of all pupils and to meet the standards set forth by the Department for Education.