Andover Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a warm and friendly school where pupils are keen to live out the school's values of 'love, courage and forgiveness'. They behave well, work hard and have positive attitudes towards learning.

Pupils show respect for others and embrace difference. New pupils are warmly welcomed into the inclusive school community.

Pupils respond well to staff's high expectations.

Low-level disruption is rare, and classrooms are calm and purposeful places of learning. Pupils get along well. Breaktimes and lunchtimes are a hive of activity.

Pupils keep fit on the 'trim trail', play games of football or take part in craft activities. Pupils develop their talents a...nd interests in a variety of ways. These include learning to play the ukulele and competing against local schools in a range of sporting events.

The school has raised its expectations of what pupils should learn and has made improvements to the curriculum since the last inspection. This is helping pupils, including pupils with special educational needs and/or disabilities (SEND), to learn well. However, these changes have not had sufficient time to have an impact on how well pupils achieve.

As a result, pupils have gaps in their knowledge.

What does the school do well and what does it need to do better?

In recent times, the school has worked with determination to improve. Well-trained staff swiftly identify the differing needs of pupils with SEND.

Robust systems ensure that these pupils receive the support they need. The school has put in place new approaches to teaching reading and mathematics. Pupils develop confidence with numbers as they work through carefully structured activities.

The school has designed a new curriculum for the Reception Year. It is successfully embedded. These changes have raised expectations of what pupils will learn during their time in school.

However, this new focus has not been in place long enough to show a clear difference in pupils' achievement over time. Published outcomes in reading, writing and mathematics at key stage 2 were below expectations in 2024. Some pupils still have gaps in their knowledge.

Inconsistencies in how well the curriculum is delivered across subjects and year groups mean that pupils, including pupils with SEND, are not learning as well as they should. This limits their ability to build on prior learning and make progress over time.

The school prioritises reading, and adults promote a love of reading throughout the school.

Pupils become enthusiastic, accurate and fluent readers. In the Reception Year, children learn to blend sounds and recognise 'tricky words'. Pupils make good use of a well-stocked library.

They use the 'try this if you liked that' recommendations to choose new and exciting books. The school rigorously checks how well pupils can read. Throughout the school, staff provide pupils with support to help them become better readers.

Although the curriculum has improved, these changes have only been introduced recently. In some subjects, the school has not clearly identified the precise knowledge and skills that pupils need to learn. As a result, pupils are not always able to make meaningful links in their learning or recall key content over time.

Inconsistencies in curriculum design and sequencing make it harder for pupils to build securely on what they already know.

Staff care deeply about the pupils and know them very well. Pupils know that there is always someone to help them if needed.

Positive relationships underpin the calm and purposeful atmosphere. From the Reception Year, pupils start to learn how to understand and manage their own behaviour. They can identify how they are feeling and, as a result, start to manage their emotions.

They become confident and well mannered.

The school has put in place robust systems and sensitive support to improve pupils' attendance and punctuality. As a result, most pupils attend well.

However, too many pupils arrive late to school. They miss important learning at the start of the day. This affects their progress over time.

Pupils benefit from the well-considered personal development programme. Right from the start of the Reception Year, children learn how to stay safe online, look after their health and have healthy relationships. Older pupils take on roles of responsibility, working alongside teachers to make changes to the school.

For example, the 'eco ambassadors' are proud of their recent campaign to introduce food waste recycling in school.

Staff are proud to work at the school. They value the supportive environment where they can ask anyone for help, guidance or advice.

Staff and governors work well together. Everyone is committed to improving the quality of education and securing the best outcomes for pupils.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The delivery of the curriculum is not consistent across all key stages. Consequently, some pupils do not develop sufficient depth in their knowledge and skills. The school must continue to strengthen teacher expertise to ensure all pupils experience a high-quality curriculum and develop a greater depth of knowledge over time.

• In some subjects, the school has not identified the knowledge and skills that it wants pupils to remember precisely enough. As a result, pupils do not build securely on what they have learned and struggle to deepen their understanding over time. The school should continue to develop and embed the curriculum so that it is clear what pupils need to learn and when, in all subjects.

• Too many children arrive late to school. These pupils miss valuable learning and, as a result, have gaps in their knowledge. The school should ensure that robust strategies to reduce lateness are extended so that pupils benefit fully from the curriculum and make progress over time.