Blenheim Primary School

Highlights from Latest Inspection

Outcome

Blenheim Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Amanda Wiley. This school is part of Learning in Harmony Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer (CEO), Gary Wilkie, and overseen by a board of trustees, chaired by Ben Spinks.

What is it like to attend this school?

Pupils really enjoy school. The staff are incredibly caring and are always there to help pupils if needed.

The wide range of clubs pupils attend helps them to develop their talents and interests. Sports c...lubs are incredibly popular. As well as keeping them fit and healthy, pupils love to work together during team games such as basketball and football.

Pupils enjoy lessons that challenge them to think deeply and achieve highly. They are enthusiastic about learning new information, such as what life was like for peasants, servants, the gentry or monarchs in Tudor Britain. Pupils listen respectfully to others' views and speak confidently about what they have learned.

They take pride in producing high-quality work.

Pupils' behaviour across the school is typically excellent. They understand the school's high expectations and live up to them.

They are kind, respectful and inclusive of others. If anyone feels upset or worried, staff deal with it quickly and with care.

Pupils take great pride in their roles of responsibility, such as stewardship, well-being or anti-bullying ambassadors.

They understand the importance of contributing to their school and the wider community. For example, they have created a 'bee corridor' by growing flowers that attract and support pollinators.

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

Leaders have embedded an ambitious curriculum.

Teachers deliver this with skill and precision. They explain new learning clearly and check pupils' understanding through effective questioning. Before pupils begin independent tasks, teachers model examples and explain key concepts.

They monitor pupils' learning closely and respond swiftly when pupils need more help. Teachers provide useful feedback, and pupils act on this to improve their work. Staff identify pupils at risk of falling behind in their learning, including those with special educational needs and/or disabilities (SEND), and provide timely and effective support.

As a result of this consistently high-quality provision, pupils achieve very well across the curriculum.

Teachers enrich the curriculum with meaningful experiences. For example, Year 3 pupils visit the beach to apply their learning about grid references.

These opportunities deepen pupils' knowledge and support their wider development.

The school prioritises reading. Staff deliver the phonics programme with expertise and consistency.

As a result, pupils develop the knowledge they need to read fluently. Any pupil who needs help receives targeted support to catch up. Pupils really enjoy reading and speak positively about the books they read independently.

The specially resourced provision for pupils with SEND (specially resourced provision) and a diagnosis of autism meets the needs of a small number of pupils with education, health and care plans (EHC plans). Staff build warm, trusting relationships with pupils and know their needs well. Most pupils progress well through the curriculum.

The school continues to refine this provision, so it meets the changing and diverse needs of all learners.

Children in early years are happy and safe. They settle quickly, build positive relationships with staff and each other and play well together.

In the Nursery Year, staff are skilled in developing children's early language and number skills. They encourage rich interactions and make strong use of the environment to promote play and exploration. This helps children build confidence, independence and motor skills.

In the Reception Year, the curriculum is sometimes not implemented consistently well. Sometimes, activities do not align closely enough with children's interests or what they already know and can do. As a result, some children do not make the progress they could, particularly in early reading, writing and mathematics.

The school is taking appropriate steps to address this.

Pupils are highly motivated and work very well with peers and independently. At lunchtimes, pupils enjoy purposeful and creative play such as gardening and games.

A small number of pupils occasionally struggle to manage their emotions, and staff use effective strategies to support them back into learning.

The programme to support pupils' personal development is exceptional. Pupils develop meaningful leadership skills through roles such as Blenheim Cabinet ambassadors.

They plan trips, volunteer and welcome visits from their local Member of Parliament. They learn how to be safe and demonstrate a deep understanding of their responsibilities to others and the wider world.

Leaders, the trust and the local governing body have a strong understanding of the school's strengths and areas for continued development.

They are addressing concerns around the need to improve communication, which was raised by a minority of staff, parents and carers. Staff are proud to work at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In Reception, staff do not always match activities closely enough to children's interests or what they already know or can do. As a result, some children do not make the progress they could, including in early reading, writing and mathematics. The school needs to ensure that all staff are skilled at adapting the learning activities for children, so they are consistently well prepared for Year 1.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in January 2020.

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