School etc

Ettington CofE Primary School

Ettington CofE Primary School
Churchill Close

phone: 01789 740236

headteacher: Mrs J E Jennings

school holidays: via Warwickshire council

168 pupils aged 4—10y mixed gender
140 pupils capacity: 120% full

95 boys 56%


75 girls 45%


Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 426995, Northing: 248974
GPS coordinates
Latitude: 52.138, Longitude: -1.607
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 7, 2011
Diocese of Coventry
Region › Const. › Ward
West Midlands › Stratford-on-Avon › Ettington
Village - less sparse
Free school meals %

rooms to rent in Stratford-Upon-Avon

Schools nearby

  1. 2.2 miles Newbold-On-Stour Junior and Infant School CV378TU
  2. 2.4 miles Loxley CofE Community Primary School CV359JT (37 pupils)
  3. 3 miles Butlers Marston CofE Junior and Infant School CV350NN
  4. 3.5 miles Tredington Junior and Infant School CV364NZ
  5. 3.5 miles Newbold and Tredington CofE Primary School CV364NZ (67 pupils)
  6. 4.1 miles Wellesbourne CofE Primary School CV359QG (308 pupils)
  7. 4.2 miles Kineton CofE (VA) Primary School CV350HS (169 pupils)
  8. 4.3 miles The Croft Preparatory School CV377RL (391 pupils)
  9. 4.6 miles Kineton High School CV350JX (827 pupils)
  10. 4.6 miles Warwickshire College for Agriculture Horticulture Equine Studies CV359BL
  11. 4.9 miles Bridgetown Primary School CV377JP (360 pupils)
  12. 4.9 miles Alveston CofE Primary School CV377BZ (198 pupils)
  13. 5 miles Shipston-on-Stour Primary School CV364BT (387 pupils)
  14. 5 miles Ilmington CofE Primary School CV364LJ (104 pupils)
  15. 5 miles Moreton Morrell CofE Primary School CV359AN (93 pupils)
  16. 5 miles Forge House Preparatory School CV378HW
  17. 5 miles Shipston-on-Stour Primary School CV364BT
  18. 5.1 miles Hampton Lucy CofE Primary School CV358BE (92 pupils)
  19. 5.2 miles Tysoe CofE Primary School CV350SH (160 pupils)
  20. 5.2 miles Shipston High School - A Specialist Technology College CV364DY
  21. 5.2 miles Shipston High School CV364DY (441 pupils)
  22. 5.6 miles King Edward VI School CV376HB
  23. 5.6 miles Stratford Preparatory School CV376BG (113 pupils)
  24. 5.6 miles King Edward VI School CV376HB (635 pupils)

List of schools in Stratford-Upon-Avon

Ettington CofE Primary School

Inspection report

Unique Reference Number 125631
Local Authority Warwickshire
Inspect ion number 359915
Inspect ion dates 7–8 March 2011
Report ing inspector David Shears

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary controlled
Age range of pupils 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 163
Appropriate authority The governing body
Chair Karen Kingham
Headteacher Rosemary Edwards
Date of prev ious school inspection 2 October 2007
School address Churchill Close
Ettington, Stratford-upon-Avon
CV37 7SP
Telephone number 01789 740236
Fax number 01789 748172
Email address
Age group 4–11
Inspect ion dates 7–8 March 2011
Inspect ion number 359915


This inspection was carried out by three additional inspectors. The inspectors visited 13
lessons taught by seven different teachers, and held meetings with representative
members of the governing body, staff and groups of pupils. They observed the school's
work and looked at policies, planning documentation, assessment data and pupils' work.
They analysed the questionnaires returned by 129 parents and carers, eight members of
staff and 88 pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • How consistently do teaching and learning help all pupils, including those with
    special educational needs and/or disabilities and more-able pupils, to make good
    progress, particularly in mathematics at Key Stage 2?
  • How effective is the curriculum in supporting the development of core skills?
  • How effectively do leaders and managers identify, monitor and evaluate specific
    areas of development to ensure better progress?
  • How effectively are children learning in the Early Years Foundation Stage,
    particularly in the outdoor provision?

Information about the school

Ettington is a smaller-than-average sized primary school. The overwhelming majority of
pupils are of White British backgrounds. The proportion of pupils who have special
educational needs and/or disabilities is lower than the national average; their needs are
mostly moderate learning difficulties. The proportions of pupils who speak English as an
additional language and those known to be eligible for free school meals are well below
average. The school has a breakfast and after-school club for pupils at the school, which is
run by the governing body. Pre-school provision operates next to the school, although this
is externally managed and is, therefore, subject to separate inspection. The school has
achieved Healthy Schools status.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 2
The school's capacity for sustained improvement 2

Main findings

Ettington Primary is a good school. It has made rapid progress since the last inspection
when its overall effectiveness was satisfactory. In particular, the quality of teaching and
learning has improved at Key Stage 1, resulting in a clear upward trend in the attainment
of pupils. The underachievement that was identified at the time of the last inspection has
been addressed throughout Key Stage 2 so that pupils in 2010 left with attainment that
was significantly above the national average. Moreover, the current Year 6 pupils are on
track to match this.
Leaders and managers have a good understanding of the strengths and areas for
development in the school and these are clearly written and displayed so that all can see
what the school is trying to achieve over the current year. The structure of leadership has
changed so that all staff are involved in teams, having a positive effect, especially on the
quality of the curriculum. In particular, pupils are excited by the wide variety of
experiences they have to enrich their learning, this aspect being outstanding. Through
effective self-evaluation the school demonstrates a good capacity to improve.
Pupils make good progress in each key stage because staff are working well as a team to
provide a consistent approach to learning. There are occasions, however, where this is
less secure, resulting in pupils making satisfactory progress. When this happens, pupils are
not fully challenged throughout lessons. Marking is effective, particularly in English, but
there are not enough comments to help pupils know the next steps in learning in
mathematics. Teaching assistants are very supportive and give good support when pupils
are working individually, although they are not always fully utilised at the beginning and
end of lessons. Teachers do not always check during lessons whether all pupils are making
good progress.
Leaders and managers spend much time monitoring the learning and attainment of pupils
to ensure that they are making good progress. However, there are occasions when this
can be over-loaded so that the same priority is analysed too often, detracting from a clear
overall analysis of the school's effectiveness.
Pupils enjoy coming to school and have good attitudes towards their learning. This is
because there are good relationships between staff and pupils. The standard of care is
good and pupils say that they feel safe, both in lessons and on the playground. Parents
agree, the overwhelming majority who returned a questionnaire saying that their children
are kept safe in school. Consequently, the pupils' positive perception of keeping safe is
outstanding. For example, they have an excellent understanding of how to stay safe in a
wide range of circumstances, such as stranger danger, misuse of drugs, road safety,
including safe cycling, and the dangers of the internet. Because pupils enjoy school, this
has a positive impact on their attendance, which is now high.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

What does the school need to do to improve further?

  • Raise the quality of teaching and learning so that it is consistently good or better,
    enabling all pupils to make good or better progress, by ensuring that:
    all pupils are constantly challenged throughout lessons
    marking helps pupils to know their next steps in learning, particularly in
    teaching assistants are deployed more effectively at the beginning and end of
    ongoing assessments are used to reshape tasks to ensure that pupils of all
    abilities make good progress.
  • Improve the effectiveness of leaders and managers by simplifying assessment and
    monitoring activities in English and mathematics so that information about the
    progress and attainment of pupils is more readily accessible to all and demonstrates
    a clear impact on their learning.
Outcomes for individuals and groups of pupils 2

Children start school with skills and experiences that are generally higher than expected
nationally, especially in their personal and social skills. However, their early writing skills
are less well developed. They make good progress in the Early Years Foundation Stage so
that, by the end of Reception, their writing skills are in line with their above average
attainment. Pupils continue to make good progress in Years 1 to 6, leaving with
attainment that is often significantly above average overall. Pupils with special educational
needs and/ or disabilities are given good support in their learning, ensuring that they
make good progress throughout the school. For example, in one lesson where pupils were
learning to solve number problems, these pupils developed their counting skills
systematically, relating this to addition. As a result of effective adult support, they made
good progress in the lesson. Similarly in the best lessons, more-able pupils are challenged
well. In another lesson, where pupils were calculating the cost of items after a given
percentage discount, more- able pupils were given the final cost to work out what the
percentage discount was. Overall, girls make similar progress to boys, although in some
year groups there are variations; where these occur the school is quick to identify the
cause and take steps to close the gap.
Pupils behave well both in class and on the playground. They have good social skills, being
both polite and helpful. They look after each other well. For example, pupils in Year 6 look
forward to helping the new Reception children, such as walking with them to the local
church. The way that pupils care for others extends out of school. For example, the school
orchestra plays locally and many charities are supported, such as raising money for
endangered species of penguins. Pupils have a good knowledge of how to keep healthy.
They know which foods are healthy and most attend a sports activity regularly. They often
learn about healthy choices through science. The social and moral development of pupils
is good. They have a clear understanding of right and wrong and a keen sense of fairness.
There are good opportunities to develop their spiritual awareness. For example, pupils
were encouraged to contribute requests for prayer during collective worship. All pupils
took the opportunity to reflect and pray individually and the worship leader expertly

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

brought these together in an effective corporate prayer, and their singing was both lively
and enthusiastic. The school is currently focusing on extending the cultural development
of pupils and this is having a positive effect on their understanding of different cultures,
opinions and beliefs.

These are the grades for pupils' outcomes

Pupils' achieve ment and the extent to which they enjoy their learning 2
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 2
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 1
Pupils' behav iour 2
The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 2


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

How effective is the provision?

The effective teaching is characterised by good relationships that exist in all classes. Staff
respect pupils and this is reciprocated. Teachers plan interesting lessons that appeal to
pupils, all of whom want to learn. Good use is made of information and communication
technology, such as interactive whiteboards and visualisers, to enhance the teaching and
give good visual support to the learning. Staff have good subject knowledge and are able
to confidently extend pupils' learning. Assessment is used well to plan activities that will
meet the needs of pupils, although this is not always refined well enough during lessons.
The use of learning objectives and strategies to help pupils know how to learn well are
used consistently through the school. Teaching assistants are deployed effectively in
supporting groups of pupils, although they are sometimes not involved sufficiently at other
points of the lesson. Although there are times when learning slows because teaching is
not as effective, there are others where teaching and learning are both outstanding.
The school has worked well in developing a creative curriculum that brings learning to life
and where pupils can see the links between subjects. Topics are studied in imaginative

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

ways and these change each year to keep the curriculum fresh for both teachers and
pupils. Pupils have good opportunities to practise their literacy and mathematical skills.
The curriculum is adapted well to meet the needs of more-able pupils, such as when these
pupils were challenged to tackle mathematical problems in a logical way. Those with
special educational needs and/or disabilities are supported well. There are many
enrichment activities and special weeks to focus on particular areas, such as developing
pupils' awareness of other cultures. The tracking of skills in each subject is developing,
although this is not yet consistent across all curriculum areas.
Pupils are looked after well in school. There are good induction arrangements in place and
care is taken to support pupils when they transfer to secondary school. The few pupils
whose circumstances make them vulnerable are well supported and monitored both by the
school and outside agencies. For example, staff are trained to administer specific
medication when needed. A breakfast and after-school club caters well for the needs of
pupils at the beginning and end of the day. Activities are arranged that help develop the
pupils' skills of relating to and working with others. There are strong links with the pre-
school that meets on the school site.

These are the grades for the quality of provision

The quality of teaching 2
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Senior leaders and managers embed ambition and drive improvement well. This is
because they involve all teaching staff in the implementation of the school development
plan through teams. Together, under the clear leadership of the headteacher, they identify
areas of concern and bring about improvements to address them. This has already
resulted in improvements to the provision at Key Stage 1 and the development of the
creative curriculum. They have rightly identified mathematics at Key Stage 2 as needing

further improvement and initiatives are already beginning to show positive results, with

the current Year 6 pupils on track to reverse the beginnings of a decline in attainment.
Governors have a good knowledge and understanding of the school's strengths and
development areas. They are fully involved in the life of the school and provide a good
level of challenge.
Relationships with parents are positive. The school listens to their opinions and takes
these into account when making decisions. Pupil progress meetings are regularly held and
any pupils at risk of underachievement are identified and supported. The school makes
good use of outside agencies to provide advice where needed, such as the physiotherapist
and the educational psychologist. The school tackles discrimination well and works hard to
promote equality of opportunity. Where it identifies groups of pupils making different

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

levels of progress, measures are promptly put in place to close the gap. The school's good
attention to safeguarding ensures that pupils are safe both in school and out on trips.
Regular health and safety checks are carried out and any identified concerns addressed.
In particular, the attention paid to the procedures for first aid and support for pupils with
medical needs is a strong feature.
The school has completed an audit for community cohesion and an action plan is
supporting improvements. In particular, the school's own community is very strong. Pupils
play a large part in supporting each other. Links with the local community are well
developed, such as those with the local church and village. The school has raised money
to allow children in Romania to attend a summer camp and is currently forging new links
with a school in Australia. The school has identified the need to focus on the national
aspect of community cohesion and plans are already in place to link with a school in
Birmingham. Pupils have already been exploring what they think life might be like for a
pupil in a Birmingham school, prior to visits taking place later this term and in the summer

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and tackles
discr iminat ion
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for money 2

Early Years Foundation Stage

Children settle happily into the Early Years Foundation Stage because of the good
induction system. Visits are made to the pre-school setting on the site, where most of the
children attend. Children learn to play well together and have good relationships with
adults. They make good progress because the teaching is good. In particular, the teaching
that occurs in small groups is very effective. The broad range of exciting activities that
children can choose to explore and play is stimulating and children learn well at these
times, particularly as the adults skilfully intervene to move their learning forward.
Observations of children's learning are recorded but these are not consistently used to

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

assess their ability and identify their next steps in learning. The curriculum in the Early
Years Foundation Stage is good because it is creative and exciting, engaging children
effectively. The outdoor environment is safe and used well, with a covered area to allow
access at all times. However, the school has identified the need to update some of the
resources in this area to make it more inviting. The children are looked after well and
good use is made of support agencies to help pupils who have been identified as having
special educational needs and/or disabilities. There is a common sense of purpose
between adults and a clear focus on helping children to make good progress,
demonstrating good leadership and management of the Early Years Foundation Stage.
Communication with parents is good and some volunteer as helpers on a regular basis.
These volunteers provide good support for learning, such as listening to children read.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 2
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The very large majority of parents and carers who responded to the inspection
questionnaire were positive in their views about the school. A few parents and carers felt
that the school did not support them enough with their child's learning or take account of
their concerns. Inspectors found that there was a range of opportunities for parents to
find out how their children were progressing and how they could support them. Although
a few parents were concerned about the management of unacceptable behaviour,
inspectors found that pupils responded quickly to the expectations of staff.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Ettington CofE Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements
about the school. The inspection team received 129 completed questionnaires by the end of the on-site
inspection. In total, there are 163 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 82 64 42 33 5 4 0 0
The school keeps my child
93 72 35 27 1 1 0 0
My school informs me about
my child's progress
55 43 66 51 7 5 1 1
My child is making enough
progress at this school
57 44 60 47 11 9 1 1
The teaching is good at this
72 56 47 36 8 6 0 0
The school helps me to
support my child's learning
56 43 55 43 17 13 0 0
The school helps my child to
have a healthy lifestyle
72 56 50 39 4 3 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
48 37 59 46 7 5 0 0
The school meets my child's
particular needs
60 47 53 41 10 8 2 2
The school deals effectively
with unacceptable behaviour
54 42 55 43 11 9 4 3
The school takes account of
my suggestions and concerns
48 37 63 49 11 9 3 2
The school is led and
managed effectively
71 55 52 40 6 5 0 0
Overall, I am happy with my
child's experience at this
78 60 42 33 7 5 2 2


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 59 35 3 3
Primary schools 9 44 39 7
Secondary schools 13 36 41 11
Sixth forms 15 39 43 3
Special schools 35 43 17 5
Pupil referral units 21 42 29 9
All schools 13 43 37 8

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with
the latest published official statistics about maintained school inspec tion outcomes (see

The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

9 March 2011
Dear Pupils

Inspection of Ettington CofE Primary School, Stratford-upon-Avon, CV37 7SP

Thank you for the welcome that we received when we visited your school recently. It was
lovely to meet you all and find out about your good school. You told us that you enjoy
coming to school and that you learn a lot. We found that your teachers work very hard to
make the work exciting in lots of subjects. You told us that you feel that the adults in the
school care well for you and that helps you to feel safe. We were very impressed with how
well you look after each other and take responsibilities in school. We were particularly
pleased with your knowledge of how to keep safe and that your attendance is excellent.
Although you make good progress overall, we have asked your teachers to make sure that
this happens all of the time. To help this happen we have asked them to let you know
what you need to do to improve when they mark your work, particularly in mathematics.
We have asked that your teaching assistants get more involved in every part of each
lesson. We have asked your teachers to make sure that you are all challenged enough and
that they check in lessons that you are making good progress. You can help by letting
your teacher know if you are finding the work too easy or too hard.
Your school leaders keep lots of information about your progress and check what is
happening in lessons. However, there is so much that it is sometimes hard to bring the
information together to see a big picture of how the school is doing. We have asked them
to simplify their systems so that it is easy to see how well teachers are helping you to
make good progress.
Thank you again for a lovely two days. We wish you all the very best in your future lives.
Yours sincerely

David Shears
Lead inspector


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