Stadhampton Primary School
phone: 01865 890370
headteacher: Mrs Katherine Turner
105 pupils capacity: 90% full
50 boys 53%
45 girls 48%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 460189, Northing: 198702
- GPS coordinates
- Latitude: 51.684, Longitude: -1.1308
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 20, 2013
- Region › Const. › Ward
- South East › Henley › Berinsfield
- Village - less sparse
- 1.5 mile Little Milton Church of England Primary School OX447QD (77 pupils)
- 2.4 miles Marsh Baldon Church of England Controlled School OX449LJ (70 pupils)
- 2.5 miles Chalgrove Community Primary School OX447ST (205 pupils)
- 2.5 miles Berinsfield Community Primary School OX107LZ
- 2.5 miles Abbey Woods Academy OX107LZ (243 pupils)
- 2.7 miles Garsington Church of England Primary School OX449EW (195 pupils)
- 3 miles Dorchester St Birinus Church of England School OX107HR (78 pupils)
- 3.1 miles Great Milton Church of England Primary School OX447NT (161 pupils)
- 3.1 miles The Endowed CofE (Aided) Primary School OX447JP
- 3.4 miles St Laurence Church of England (A) School OX107DX (79 pupils)
- 3.7 miles Pegasus School OX46RQ
- 3.7 miles Windale Community Primary School OX46JD
- 3.7 miles Windale Community Primary School OX46JD (365 pupils)
- 3.7 miles Pegasus School OX46RQ (488 pupils)
- 3.9 miles Clifton Hampden Church of England Primary School OX143EE (59 pupils)
- 3.9 miles Mabel Prichard School OX46SB (75 pupils)
- 4 miles Ivanhoe Tutorial Unit OX46BG
- 4 miles Orchard Meadow Primary School OX46BG
- 4 miles Wesley Green Middle School OX46BG
- 4 miles Orchard Meadow Primary School OX46BG (383 pupils)
- 4.1 miles Northfield School OX46DQ (52 pupils)
- 4.2 miles Benson Community Infants' School OX106NL
- 4.2 miles Chilworth House School OX331JP (29 pupils)
- 4.2 miles Chilworth House Upper School OX331JP (56 pupils)
Cratlands Close, Oxford, OX44 7XL
|Inspection dates||20−21 February 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils achieve well. They make good progress |
The headteacher has successfully managed
The teaching of reading and writing is very
because teaching over time is consistently
good and some teaching is outstanding.
the school during its recent expansion and
staff morale is high.
effective so that attainment in English,
including the proportion of pupils attaining
the higher levels, is consistently above
| Pupils behave well, want to do their best and |
The governing body works very positively with
feel very safe in school. They enjoy school
because lessons are interesting and
relationships are strong.
the school and has an accurate picture of the
school’s strengths and development needs.
With leaders, they have ensured that the good
quality of teaching has been maintained since
the previous inspection.
| Pupils make slightly slower progress in |
Teachers do not always set pupils to work
mathematics than in English.
early enough in lessons to ensure that
learning moves on at a fast rate.
| Developments in the use of mathematical |
investigations (exploring and finding things out
for themselves) to deepen pupils’
understanding and provide additional challenge
are at an early stage.
Information about this inspection
- The inspector observed nine lessons and part lessons, including two joint observations with the
- Discussions were held with the headteacher, the Chair of the Governing Body and another
member, a local authority representative, senior leaders, staff, pupils and parents.
- The inspector took account of 22 responses to the on-line questionnaire (Parent View) in
addition to the results of a recent school questionnaire, responses to the staff questionnaire and
informal discussions with parents.
- The inspector observed the school’s work and analysed a range of documents and policies,
including the school improvement plan, information about pupils’ progress, attendance records,
safeguarding documents and a sample of pupils’ work.
|Julie Sackett, Lead inspector||Additional Inspector|
Information about this school
- The school is smaller than the average-sized primary school.
- The proportion of pupils who are eligible for the pupil premium in this school is very low. This is
additional funding provided by the government to support pupils entitled to free school meals,
children who are looked after by the local authority and the children of service families. No
pupils who sat the national tests and assessments in 2012 were eligible forthis funding.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is below average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is below average.
- The proportion of pupils from minority ethnic groups and those who speak English as an
additional language is below average.
- In this small school, the number of pupils in each year group varies. For example, the number
currently in each year group ranges from 10 to 15. Pupils are taught in mixed-age classes from
Year 1 to Year 6.
- There is a privately-run nursery on site, called Little Bears Pre-school, which was not included in
this inspection. The latest report can be viewed on the Ofsted website.
- The school meets the government’s current floor standards, which set the minimum expectations
for attainment and progress.
What does the school need to do to improve further?
- Lift the quality of teaching to outstanding so more pupils make rapid progress, especially in
giving pupils, particularly the more able, more opportunities to think things out for themselves
at an earlier stage in lessons
embedding improvements in the use of mathematical investigations and real-life problems so
that pupils are able to apply their mathematical skills
maintaining a quick pace in lessons so that pupils are strongly engaged throughout.
|The achievement of pupils||is good|
- The skills and understanding of children currently in Reception Year when they started school
were above those expected of their age, although this picture varies from year to year. Strong
relationships and confident teaching mean that children make good progress during their first
year in school so that attainment at the end of Reception Year is typically above average.
- Pupils continue to make good progress as they move through the school. The teaching of
reading and writing is particularly successful, so that pupils, including the more able, make at
least good, and often outstanding, progress in these subjects. As a result, attainment in English
at the end of Year 6 has been consistently above average over the past five years, including the
proportion of pupils attaining the higher levels. Attainment in reading and writing was above
average in 2012.
- In the past two years, pupils have made more rapid progress in reading and writing than in
mathematics, including the more able. This is because, in the past, there have been too few
opportunities for pupils to apply their mathematical skills to investigations and real-life problems
to deepen their understanding.
- The school has recently increased opportunities for pupils to complete mathematical
investigations and ideas have been provided to help parents to support their children at home.
Lesson observations and a scrutiny of pupils’ workbooks show that, while these developments
are at an early stage, they are already providing additional challenge for the more-able pupils
and deepening pupils’ mathematical understanding.
- There was a dip in attainment in mathematics at the end of Year 6 in 2012. The school asserts
that this was largely due to a serious accident in the school’s locality which affected pupils’
performance in the mathematics tests. Inspection evidence shows that more pupils are now on
track to exceed national averages in mathematics by the end of Year 6 in 2013.
- Disabled pupils and those who have special educational needs make good progress because
their needs are quickly identified and support put in place. The school’s success is reflected in
the fact that the register of pupils identified for extra help is fluid, so that pupils are removed
from the register when support has been successful. The very few pupils who speak English as
an additional language also make good progress.
- The very few pupils eligible for the pupil premium this year are well supported and make as
much progress as their peers.
|The quality of teaching||is good|
- Good quality teaching, identified at the time of the previous inspection, has been maintained.
Typically, teachers use their confident subject knowledge to plan interesting lessons, clearly
explain to pupils what they must do to be successful during lessons and use interactive
whiteboards well to engage pupils. For example, in a Years 5/6 lesson, the teacher used the
whiteboard to show pupils how they could divide larger numbers and they were able to go on to
apply the technique for themselves.
- In the Reception class, children make rapid gains in confidence and self-esteem because they
feel secure and valued. Questioning by the teacher is used very well to check children’s
understanding and to make sure that learning builds on what children know. An example of this
was seen during the inspection when the teacher very successfully used a game to actively
involve all pupils and develop their reading skills.
- The teaching of reading is in the school is very effective so that pupils achieve very well and
enjoy reading. The link between sounds and letters (phonics) is taught systematically across the
school and pupils have regular opportunities to read, both in school and at home.
- A whole-school focus on developing the quality of pupils’ writing, including regular opportunities
for pupils to complete longer pieces of written work, has been very successful, so that pupils are
keen to write for a range of purposes and achieve well. For example, during the inspection
pupils in a Years 5/6 lesson confidently used notes they had completed at home to write a
biography of a family member.
- Pupils’ work is regularly marked against the aims of the lesson, so that pupils know what they
have done well and how they can improve. Pupils know their targets and understand how well
they are doing because the school involves them in discussions about their progress.
- Occasionally, opportunities are missed to set pupils to work independently earlier in lessons,
especially the more able, so that the pace of learning slows.
- Teachers use questioning confidently to check pupils’ understanding and to make sure that new
learning builds on pupils’ prior knowledge and understanding. In mathematics in the past there
have been too few opportunities for pupils to manipulate and use their mathematical knowledge
in investigations, and so provide additional challenge, especially for the more able, and deepen
their understanding. The school has recently addressed this and work for pupils to explore and
find things out for themselves are now more regularly included by some teachers.
- Disabled pupils and those with special educational needs are supported well, so that they make
similar progress to their peers. The school knows individual pupils well and responds flexibly to
their needs. Teaching assistants have a clear understanding of their roles and they make a
valuable contribution to pupils’ learning.
|The behaviour and safety of pupils||are good|
- Pupils are polite, welcoming and proud of their school. They behave well during lessons and
their behaviour when in the playground and moving between lessons is excellent. School records
show that pupils behave consistently well over time. All of the parents who responded to Parent
View consider behaviour in school to be good.
- Relationships are strong throughout the school and pupils are keen to learn and to do their best,
from the youngest children in the school to those in Year 6. They demonstrate high levels of
respect for adults and for each other.
- Pupils are given regular opportunities to talk to each other about their learning during lessons.
They cooperate well, listening to others with respect and sharing their own ideas sensibly and
confidently. For example, during the inspection, Years 3 and 4 pupils discussed characters from
A Midsummer Night’s Dream
happily and maturely. Pupils enjoy school and attendance is
consistently above average.
- Pupils say that they feel very safe in school and all parents who responded to Parent View agree.
Pupils know about different forms of bullying and are confident that adults will listen to them
and provide help if they have any concerns. School records show that incidents of bullying are
- Behaviour is not yet outstanding because, while most pupils behave very well, a few pupils
occasionally become fidgety and inattentive when work is not set soon enough in lessons and
the pace of teaching slows.
|The leadership and management||are good|
- The headteacher’s dedication to the school, and her determination to secure the best for all
pupils, have been instrumental in maintaining consistently good teaching and achievement over
time. The headteacher has worked closely with governors to successfully manage the school’s
- The school has an inclusive ethos and is rightly proud of the way that pupils are known and
valued as individuals. Strong teamwork means that everyone plays their part in helping pupils to
achieve well. The school is committed to securing equal opportunities for all and discrimination is
- The school has increased opportunities for parents to find out how well their children are doing
and helpful information is provided on the school website about how parents can help their
children at home.
- School leaders have an accurate picture of the school’s strengths and understand what needs to
be done to secure further development. Leaders routinely check how well teaching is helping
pupils to achieve. Plans for development are focused appropriately on strengthening teaching
and raising pupils’ achievement.
- Lessons are carefully planned to be interesting and stimulating and the curriculum contributes
well to pupils’ spiritual, moral, social and cultural development. For example, the school regularly
involves pupils in a wide range of fundraising activities which support projects in the United
Kingdom and beyond, so that they learn about people living in different contexts around the
- The local authority knows the school very well and has provided light touch support for this
- The governance of the school:
Governors are enthusiastic and ambitious for the school and there is no sense of complacency.
The governing body has a clear understanding about its role in supporting the school and in
holding leaders to account for pupils’ achievement. Appropriate training has made a valuable
contribution to the effectiveness of the governing body. The way that pupils’ achievement is
analysed by the governing body is developing particularly well. As a result, governors have an
accurate picture of the school’s performance compared with schools locally and nationally.
They know how well the recently arrived pupils entitled to the pupil premium are supported
and monitor their progress carefully. The governing body is well informed about the quality of
teaching and how teachers are supported and rewarded. Safeguarding procedures are robust
and meet statutory requirements so that pupils feel safe and secure.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||123030|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4−11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||90|
|Appropriate authority||The governing body|
|Date of previous school inspection||20 March 2008|
|Telephone number||01865 890370|
|Fax number||01865 890105|