William Morris School
phone: 01295 258224
headteacher: Mrs S Newman
175 pupils capacity: 105% full
105 boys 56%
80 girls 43%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 443655, Northing: 241193
- GPS coordinates
- Latitude: 52.067, Longitude: -1.3646
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 16, 2013
- Region › Const. › Ward
- South East › Banbury › Banbury Ruscote
- Urban > 10k - less sparse
- Free school meals %
- William Morris Nursery School OX160UZ
- 0.3 miles Drayton School OX160UD
- 0.3 miles North Oxfordshire Academy OX160UD (1013 pupils)
- 0.4 miles Neithrop County Junior School OX160RD
- 0.4 miles Hill View Primary School OX161DN (522 pupils)
- 0.5 miles St Joseph's Catholic Primary School, Banbury OX160ET (222 pupils)
- 0.5 miles St Joseph's Catholic Primary School, Banbury OX160ET
- 0.6 miles Orchard Fields Community School OX160QT (400 pupils)
- 0.6 miles Hardwick Primary School OX161XE (196 pupils)
- 0.8 miles Frank Wise School OX169RL (108 pupils)
- 0.9 miles Banbury Pupil Referral Unit OX169QJ
- 0.9 miles North Oxfordshire College and School of Art OX169QA
- 1 mile Queensway School OX169NF (253 pupils)
- 1.1 mile St Mary's Church of England (VC) Primary School, Banbury OX162EG (228 pupils)
- 1.1 mile Hanwell Fields Community School OX161ER
- 1.1 mile Hanwell Fields Community School OX161ER (306 pupils)
- 1.2 mile Harriers Ground Community Primary School OX169JW
- 1.2 mile Harriers Banbury Academy OX169JW (334 pupils)
- 1.3 mile Dashwood School OX164RX
- 1.3 mile Bishop Carpenter Church of England Aided Primary School OX156AQ (112 pupils)
- 1.3 mile St John's Priory School OX165HX (108 pupils)
- 1.3 mile English Language Training OX169AH
- 1.5 mile Banbury School OX169HY
- 1.5 mile Banbury Academy OX169HY (1086 pupils)
William Morris School
Bretch Hill, Banbury, Oxfordshire, OX16 0UZ
|Inspection dates||14–15 May 2015|
|Overall effectiveness||This inspection:||Inadequate||4|
|Previous inspection:||Requires improvement||3|
|Leadership and management||Inadequate||4|
|Behaviour and safety of pupils||Requires improvement||3|
|Quality of teaching||Inadequate||4|
|Achievement of pupils||Inadequate||4|
|Early years provision||Inadequate||4|
Summary of key findings for parents and pupils
This is a school that requires special measures.
The school has the following strengths
| Leaders and managers have failed to arrest a |
Leaders do not pay enough attention to the
Governors have not been effective in holding the
The school’s collection of information about pupils’
Pupils in Key Stage 1 reach standards that are
progress and the quality of teaching is scant and
not systematic. As a result, the areas requiring
improvement are not effectively identified or
consistently below national averages and there is
no evidence of improvements.
decline in the quality of teaching so that pupils’
achievement by the end of Key Stage 2 has fallen
and is now inadequate. Achievement is
particularly weak in mathematics.
impact teachers make on pupils’ progress when
setting teachers’ development targets and
checking they are meeting them.
school leaders to account for the quality of
teaching and the progress that pupils make.
| Disadvantaged pupils are making inadequate |
Subject leaders have not had the opportunity to
Teachers underestimate what pupils can achieve.
Pupils’ behaviour requires improvement. Pupils do
Pupils have a poor understanding of what
Children in the Reception class are not helped to
progress and the gaps between their achievement
and that of their peers have widened.
develop their skills and so have been unable to lead
improvements in their areas of responsibility.
Tasks set do not help all pupils make progress.
not always listen to instructions and quickly settle to
work. This low level disruption slows learning.
constitutes bullying and are unclear about risk, thus
compromising their ability to keep themselves safe.
achieve a good level of development.
| Children have a good start to school in the |
Pupils in Key Stage 2 made stronger progress in
The recently appointed special educational needs
Nursery, where they make good progress.
writing in 2014.
coordinator has clearly identified pupils’ needs and
begun to take action to improve support, so these
pupils are beginning to make better progress.
| Strategies to improve pupils’ punctuality have led to |
Pupils are polite and courteous.
Relationships across the school are strong; pupils
more pupils being on time for school.
and adults respect and trust each other.
Information about this inspection
- Inspectors observed pupils learning in 11 lessons or part-lessons. The lead inspector carried out a learning
walk with the special educational needs coordinator to observe various group activities supporting pupils’
better understanding and progress.
- Meetings were held with senior and middle leaders, teaching and non-teaching staff, members of the
governing body and with pupils from Years 2 to 6. The lead inspector met with a representative of the
local authority and a local leader of education.
- The inspectors listened to pupils from Years 1 and 2 read.
- Inspectors looked at the school’s development plans. They also looked at safeguarding documentation and
minutes of the governing body meetings. They looked at some records of pupils’ progress and evaluated
work in pupils’ books.
- Inspectors considered the 13 staff questionnaires that were returned.
- Inspectors considered the 12 responses to the online parent questionnaire Parent View. They also noted
comments from parents, including an email.
|Jenny Batelen, Lead inspector||Additional Inspector|
|Alison Botarelli||Additional Inspector|
In accordance with the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school
requires special measures because it is failing to give its pupils an acceptable standard of education and the
persons responsible for leading, managing or governing the school are not demonstrating the capacity to
secure the necessary improvement in the school.
Information about this school
- William Morris School is smaller than the average-sized primary school.
- Nearly all pupils are White British, the remainder coming from a range of other ethnic heritages.
- The proportion of disabled pupils and those who have special educational needs is above average.
- Almost half of the pupils are known to be eligible for support through the pupil premium (additional
funding for pupils known to be eligible for free school meals and children in the care of the local
authority). This is much higher than average.
- The school does not meet the government’s floor standards, which set the minimum expectations for
attainment and progress.
- The school has a Nursery which children attend part-time in mornings or afternoons. There are single-year
classes in Reception, which children attend full time, and also in Years 1, 2 and 3. There are mixed-aged
classes for Years 4/5 and Years 5/6. This can vary depending on the numbers of pupils in each year.
- The governors manage a breakfast club.
- The headteacher took up her post in September 2014 but was absent through ill health during the period
of the inspection. At the time of the inspection the school was led by two acting part-time deputy
headteachers who both have full-time class teaching commitments, with some time for leadership tasks.
At the request of the governors they are currently being supported by a local leader of education and the
What does the school need to do to improve further?
- Establish a secure leadership team with the knowledge and skills to rapidly raise achievement by:
ensuring roles and responsibilities for all leaders are clear and understood with dedicated time for
leaders to effectively lead and contribute to school improvement
embedding a cycle for school improvement that includes the collection and analysis of information about
pupils’ progress so that areas for development are clearly identified, acted upon and regularly
equipping members of the governing body to rigorously challenge leaders to improve all areas of the
school, including teaching and achievement.
- Raise achievement so that the majority of pupils make at least good progress, especially in mathematics,
setting realistic and challenging targets for all pupils to achieve the best they can
monitoring the progress of pupils regularly and putting support in place to ensure targets are met
ensuring that checks on pupils’ attainment and progress are correct
routinely practising basic skills and establishing a secure understanding of the language associated with
each subject, especially mathematics.
- Improve the quality of teaching across the school, including in the Reception year, so that it is
consistently good and secures rapid progress for all pupils by:
raising expectations of what pupils and children can achieve, and setting challenging and exciting tasks
that fully engage pupils so that they concentrate and do not disrupt their own and others’ learning
using questioning consistently well to determine pupils’ understanding and to deepen their thinking
ensuring oral and written feedback focuses on improving skills and is linked to pupils’ targets for
using the system of setting targets for teachers linked to pupils’ progress to rigorously check that the
quality of teaching is improving
increasing pupils’ understanding of different forms of bullying and how to respond to any that happens
developing pupils’ understanding of risk so they know how to keep themselves safe.
External reviews of governance and of the school’s use of pupil premium should be undertaken in order to
assess how these aspects of leadership and management may be improved.
|The leadership and management||are inadequate|
- Senior leaders and governors have failed to create an ethos that leads to a continuous drive for
improvement. As a result pupils’ achievement has not improved and the quality of teaching is inadequate.
- Leaders do not track the progress different groups of pupils make carefully enough. As a result different
groups of pupils, including disadvantaged pupils, make inadequate progress.
- School leaders and governors have not evaluated how well the school uses its additional pupil premium
funding to help disadvantaged pupils to make enough progress to close the gaps in their learning with
their peers. The school is not consistently ensuring equal opportunities for all pupils.
- Mathematics teaching is particularly poor and is leading to weak achievement in this subject throughout
the school. Children in the Reception class and pupils in Key Stage 1 make inadequate progress in literacy
and mathematics and so attainment is consistently below the national average.
- Senior leaders manage teachers’ performance poorly. Targets set for teachers to help them improve their
practice do not relate closely enough to the Teachers’ Standards and are not challenging enough.
- Leaders’ evaluation of the school’s work is not accurate in the judgements made. They overestimate how
well the school is performing compared to the national picture. School development plans are not clear
enough about how progress will be made and are not evaluated properly to check actions have worked.
- Some middle leaders, including those who lead subjects, have not been given the opportunity to develop
their skills or time to review and manage their area of responsibility. As a result, they do not know about
the quality of teaching or the standards that pupils reach. They are not able to contribute to school
improvement and raise standards.
- The acting deputy headteachers are making every effort to effectively lead the school at the time of the
inspection. They have implemented some improvements, particularly in ensuring that policies are being
updated and reviewed so they help secure improvements for the school. However, as full-time class
teachers, they are not able to spend enough time monitoring the work of the school.
- The recently appointed special educational needs coordinator has been effective in analysing the needs of
pupils. She works with staff to establish the best ways of supporting disabled pupils and those who have
special educational needs. She has put in place a range of intervention strategies to help pupils make
more progress, and there is evidence of some rapid improvements. The school’s improving provision for
disabled pupils and those who have special educational needs shows it is committed to ensuring there is
- The range of subjects studied is broad and balanced. Pupils have opportunities to visit places of interest
and to welcome visitors, who share their knowledge and experience. However, opportunities are missed
for pupils to develop further the skills learnt in English and mathematics across all subjects.
- Pupils’ spiritual, moral, social and cultural development is promoted through assemblies and the school’s
values of respect, pride, bravery and justice. Strong relationships are fostered well. Pupils learn about
different cultures and faiths and celebrate those represented in the school. As a result they are adequately
prepared for life in modern Britain.
- The development of the school breakfast club has ensured that pupils who had struggled to be punctual
are enabled to be on time to school, so the percentage of late arrivals has reduced considerably in the last
- The primary physical education (PE) sport funding has mainly been used to involve the school with a local
sports partnership that gives access to expert advice and in-school support for teachers and sports
coaches. Pupils enjoy PE and teachers have gained confidence in teaching the subject.
- A recent local authority safeguarding review, and the school’s response to this, has ensured safeguarding
procedures meet statutory requirements so that pupils are kept safe and staff understand their
- Parents spoken to, and the few who responded to Parent View, have mixed views about how well the
school is led and managed. A third would not recommend the school.
- The local authority has given intensive support to the school since September 2014 but it is too early to
determine its impact. The school intervention leader has challenged the headteacher to monitor and
evaluate the work of the school and to monitor the progress pupils make. Recently this has begun to be
developed by the acting deputy headteachers with the support of the local leader in education.
- The school should not seek to appoint newly qualified teachers.
- The governance of the school:
Since the last inspection, governors have not held school leaders to account for the quality of teaching
or the standards being achieved at the school. The governing body has been through a period of
change and this has resulted in a lack of challenge to school leaders. Governors have not asked
questions about the quality of teaching, how leaders manage staff performance and ensure that
teaching improves or weaknesses are tackled. They have not checked how the school is performing
compared with national standards and so have not challenged leaders to make improvements to, for
example, mathematics teaching. They have not evaluated how well additional funds, such as pupil
premium, help improve outcomes for pupils.
In September 2014 the governors undertook a review of their work. New governors took up positions
and as a result there have been some improvements. Policies have been reviewed and there is an
improving understanding of how well the school is performing compared with national. Governors have
begun to challenge school leaders to provide better information so that they can effectively manage
their role. They have a better understanding of the quality of teaching and are more aware of teachers
who are not playing a strong enough role in leading improvements in the school.
|The behaviour and safety of pupils||require improvement|
- The behaviour of pupils requires improvement.
- Pupils enjoy talking about their school and their work. They understand the school’s values and the
majority of pupils enact these.
- Where lessons engage pupils’ interest most pupils settle quickly to their tasks and listen carefully to each
other and adults. However, not all pupils have sufficient interest and excitement about their learning and
as a result they do not always focus on their activities. They do not get on with their work and sometimes
slow down the progress of the lesson.
- Pupils understand the systems to help them behave well. They value the rewards they receive, but also
appreciate the chance to reflect on their own behaviour and how this helps them to improve.
- Pupils move around the school sensibly, behave well in the lunch hall and play sensibly and safely
together at playtimes.
- The elected school council provides a way for pupils to contribute to leadership in the school, such as
leading fund-raising events and helping interview for new staff.
- Staff and parents have mixed views about how well pupils behave, and over half the staff do not consider
that behaviour is consistently well managed. Pupils recognise that behaviour in some lessons requires
- The school’s work to keep pupils safe and secure requires improvement.
- Pupils are not secure in their understanding of what constitutes bullying, and have a limited understanding
of risk, compromising their ability to keep themselves safe. However, pupils have a good understanding of
how to be safe when using modern technologies. This was clearly demonstrated when a pupil in Year 2
explained why it was necessary to close down their work securely so that no one else could access it.
- Attendance has been below the national figure for two years. Recent work with some families has
decreased the number of pupils late to school or persistently absent, and attendance overall is improving.
|The quality of teaching||is inadequate|
- Because teaching is inadequate too many pupils make limited progress in reading, writing and
- Teachers underestimate what pupils can achieve. As a result the tasks they set do not challenge pupils to
reach the standards appropriate for their age. Pupils themselves comment that they ‘would like work to be
a bit harder’.
- Pupils are not always encouraged to take a pride in their work. This means they do not try to do their best
so work is difficult to read both for them and their teacher, and is therefore difficult to correct. Pupils
report enjoying using cursive handwriting, but this is not consistently evident in the books of older pupils.
- The collection of information about how pupils are progressing has not been systematic or shared
effectively with staff. Teachers are only just beginning to understand how to plan for all groups of pupils
in their class and to ensure that tasks are provided to help all make good progress.
- There has been some recent progress in teaching. Pupils know what they must do to make improvements.
They understand and value the recent development in teachers’ marking of their books and in enabling
them to assess their own work. This is strong in some writing books where pupils and teachers evaluate
how well they have done and how they could improve. However, teachers’ feedback does not always
relate well enough to pupils’ targets to ensure pupils understand how to reach them.
- Inadequate teaching of mathematics means pupils do not have a secure grasp of the basic skills required,
or know and understand the language of mathematics. They have a lot of gaps in their knowledge and,
despite recent changes to the way mathematics is taught, standards are not improving enough. ‘Hotch
Potch’ time, when pupils practise a range of skills, is beginning to help them secure better skills.
- The school’s focus on improving the teaching of phonics has not been successful. Teachers have not
ensured pupils use these skills when reading and writing. As a result, younger pupils are hesitant in their
reading, constantly stopping to work out words, and this hinders their understanding of what they are
reading. Pupils do not consistently use their grammar, punctuation and spelling skills to make sure that
their written work is of a good standard.
- When teaching is better, adults use questions skilfully to understand how well pupils are learning and to
help deepen their thinking. However, this is not consistently used across the school. Sometimes adults are
too quick to supply answers or do not challenge pupils to think further about the task they are doing.
|The achievement of pupils||is inadequate|
- Pupils across the school, including those from different ethnic heritages, do not make enough progress.
Different groups of pupils, including disadvantaged pupils, do not make enough progress from their varied
starting points to ensure they achieve all they can.
- Children in Nursery make good progress, but this slows in the Reception class so that a low proportion of
children leave early years well equipped to start in Year 1, especially in literacy and mathematics skills.
- Pupils in Year 1 improved the standards reached in the phonics screening check in 2014, and at a faster
rate than national, although they remain below the national level. Current school checks suggest that
there will be a further improvement this year.
- In 2014, pupils in Year 2 reached levels that were well below those attained nationally in writing and
mathematics. Results were also low in 2013 and these results were lower than 2012. Levels in reading
were below those nationally, but had improved on those attained in 2013. However, school predictions
and work in books indicate that there will be no improvements overall in Key Stage1 made this year.
- When pupils left the school in Year 6 in 2014, standards in mathematics were well below those found
nationally. Standards in reading and writing were also below national expectations. Although there was
some improvement in writing, this still showed pupils had made too little progress during Key Stage 2.
- Current work in books shows limited progress across Key Stage 2, and the progress of pupils currently in
Year 6 is inadequate.
- Significant gaps in pupils’ mathematical understanding, their weak grasp of mathematical language and
basic skills, means they attain low standards and progress is inadequate.
- The most able pupils are making inadequate progress, especially in mathematics. They are not given
sufficiently challenging work to help them to reach the higher levels.
- Disabled pupils and those who have special educational needs have made inadequate progress. Teachers
have not planned activities that help these pupils achieve well. Recent developments include a clear
analysis of their needs and more appropriate provision through planning work and support in class and
intervention groups. This means that these pupils are now beginning to make better progress.
- The progress of disadvantaged pupils is consistently below that of other pupils nationally and so the gaps
between their attainment and that of their peers are not closing. In the 2014 national tests, the gap in
disadvantaged pupils’ attainment compared with other pupils nationally was equivalent to three and a half
terms in reading, three terms in mathematics and three and a half terms in writing. The gaps widened in
mathematics, and closed slightly in reading and writing, having widened by five terms and four terms
respectively in 2013. Compared to other pupils in the school the equivalent gaps were two and a half
terms for reading and three terms for writing and no gap for mathematics.
|The early years provision||is inadequate|
- Leaders of the early years have not ensured that children make progress throughout their time in the
provision. Leaders are unclear about the skill levels of children when they start the Nursery and Reception
classes. Links with other providers are not strong enough to support this process.
- Children have a good start to school in the Nursery class. Good phonics and handwriting teaching helps
children to establish good skills in writing, and using sounds they learn to name objects and develop early
reading skills. Adults use questioning to help children develop their thinking and language skills, as they
encourage children to speak in full sentences. The range of activities interest and excite the children so
that they learn well.
- This good practice is not continued in the Reception class. Children are not helped to make progress,
particularly in literacy and mathematics skills. Boys and disadvantaged children’s progress is weaker than
that of their peers.
- Activities in Reception do not interest children sufficiently. Adults do not make enough of opportunities to
develop and extend children’s skills. As a result some children, especially boys, lose concentration and so
make inadequate progress towards a good level of development. Consequently, many are ill prepared for
entry to Year 1.
- Children mostly play well together, both inside and outside. They engage in their own play as well as
working with adults, usually showing respect for each other. However, in Reception, adults do not correct
or model good behaviour and do not establish high expectations.
- The early years area is safe and children learn how to play safely and use equipment in a safe way.
- Parents feel that their children are happy at school and most feel that any concerns would be dealt with.
There is limited evidence that parents contribute information about successes at home to inform the
collection of evidence about how well children are progressing.
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
|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
|Unique reference number||122998|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||175|
|Appropriate authority||The governing body|
|Date of previous school inspection||16–17 May 2013|
|Telephone number||01295 258224|
|Fax number||01295 252317|