Division(s): All

School

Inspection date

What the school does well

What could be improved

Ewelme CE Primary School

NOR 90

4 – 8 July 2003

Pupils of all abilities achieve well in English, maths and science, with higher attainers learning very successfully as a result of imaginative teaching.

Standards in art and design and speaking and listening are very high.

International links and provision for cultural development are outstanding.

A rich curriculum with stimulating additional activities, especially for older pupils.

The headteacher provides a clear lead and is very well supported by the governing body.

Excellent community links.

Overuse of poorly designed worksheets inhibits aspects of learning up to Y3.

Younger pupils do insufficient purposeful writing.

The school development plan includes too many areas and these are not prioritised.

The frequency of formal opportunities for parents to discuss their children’s progress.

John Watson Special School, Wheatley

NOR 63

30 June – 3 July 2003

Provision for social development is very good and this, and the good relationships between staff and pupils, is helping pupils become increasingly mature and responsible.

Pupils in the Foundation Stage are getting a good start; pupils in Y7 to Y9 are doing well.

Procedures for child protection are good and pupils are safe and secure.

Attendance is very good, and better than is the case in many equivalent schools.

The way the governing body checks the works of the school, especially the work of the headteacher, deputy headteacher and senior managers.

Identification by the governing body of priorities for further development.

Procedures for assessment.

Opportunities for pupils in Y10 and Y11 to take relevant national awards.

Use of the provision in the co-located mainstream schools.

The meeting of statutory requirements.

St Joseph’s Catholic Primary School, Carterton

NOR 177

7 – 10 July 2003

The leadership of the headteacher.

Teaching is good and has some particularly strong features in reception and Y1 to Y4.

Provision for SEN.

Promotion of personal, especially moral, development.

Procedures to encourage high standards of behaviour.

Links with parents and the community.

Standards in writing and mathematics in Y5 and Y6 and in ICT by the end of Y6.

The number of opportunities to develop the use of literacy, numeracy and ICT skills in other subjects.

Marking so that pupils are well informed about what they have achieved, and what they need to do next in order to improve further.

Monitoring of lessons and work in subjects other than English, maths and science.

St Mary’s CE VC Primary School, Banbury

NOR 273

30 June – 3 July 2003

Standards are good in art and design, design and technology, music and RE.

Attitudes, behaviour and relationships are good.

Teaching is often good in the nursery and in the junior classes.

Pupils with SEN are supported well throughout the school.

Provision for pupils who learn English as an additional language is good.

Spiritual, moral and social development.

Cultural development is very good

The headteacher provides good leadership of the school and is supported well by the governors and senior management.

Standards are not as high as they should be in English and science, and the most capable pupils are not challenged enough.

A few shortcomings in teaching lead to varied progress in the infant classes.

Provision in the Foundation Stage is inconsistent.

Drayton School, Banbury

NOR 568

30 June – 3 July 2003

Improved standards in KS3 in English, mathematics and science.

Standards in PE.

The school monitors academic performance and personal development well.

Leadership and management are good.

Fosters good personal development and relationships within the community.

Good provision for careers education.

Good working relationships with the local community and partnership institutions.

Standards of written and spoken English in all areas of the curriculum.

Overall attainment in KS4.

The expertise of non-specialist subject teachers.

Leadership and management of SEN.

Ormerod Special School, Headington, Oxford

NOR 38

17 – 20 March 2003

Promotion of personal development, social skills and independence.

Children have very good attitudes to work, they are enthusiastic about school and their behaviour is excellent.

Promotes excellent relationships between students and between students and adults.

Very good opportunities for students to have lessons and social opportunities in a mainstream school.

Very good accommodation for secondary age students.

The very good resources for ICT are used very effectively to support learning.

Very good partnership with parents.

Teaching assistants provide very effective support.

No significant areas for improvement were identified.

Bletchingdon Parochial CE Primary School

NOR 48

6 – 8 May 2003

Teaching and learning in music.

Teaching of mathematics in Y2.

Relationships in the school are good.

Provision and support for pupils with SEN are well managed and effective.

Links with the community.

Pupils with the potential for higher attainment are not sufficiently challenged and as a result, they do not reach the levels they should.

Planning and assessment of pupils’ work.

The headteacher and coordinators are not systematically checking that pupils are making the progress they should.

Rush Common School, Abingdon

NOR 418

2 – 3 Jun 2003

By the time pupils leave the school, standards are well above average in English, mathematics and science.

Leadership and management are excellent.

Provision for art and design, music and PE is very good.

Provision for moral, social and cultural development is excellent and provision for spiritual development is very good.

The high quality of education in the reception classes.

Excellent behaviour and positive attitudes.

The pace and timing of some lessons in Y1 and Y2.