Type of school (Infant, Primary, Middle, Secondary etc)

Primary

Status (VA, VC or Foundation, CTC or Academy)

Voluntary Aided

Diocese

Oxford

Local Authority

Oxfordshire

Date of inspection

18^th March 2008

Date of last inspection

October 2003

School's Unique reference number

123186

Name of Headteacher

Mrs Rose McCready

Name of Chair of Governors

Mrs C Oldfield

Inspector's name and NS inspector's number

Alan Thornsby 137

Context

Christopher Rawlins School serves the communities of Twyford and Adderbury. Almost all pupils are from a White British background and the numbers of those with learning difficulties or disabilities is less than average. The school has Healthy School status and is working to become an Eco school. It recently opened a new Foundation Stage Unit.

The distinctiveness and effectiveness of Christopher Rawlins as a Church of England school are good.

Christopher Rawlins is a good school with some outstanding features. The committed head, staff and governing body work together to ensure there is continuous evaluation and development. This gives pupils an excellent primary education underpinned by secure Christian principles.

Established strengths

• The passion of the head in recognizing the potential in every child.
• The enthusiasm and knowledge of the Religious Education coordinator
• The caring family ethos that allows all children to flourish
• The strength of relationships throughout the school.

Focus for development

• To reinforce Christian values and spiritual development through displays

• To involve pupils in the planning and delivery of worship

• To ensure there is consistency of practice in the teaching of Religious Education.

The school through its distinctive Christian character is good at meeting the needs of all learners

A school display compares Noah and his sons with the headteacher and her staff. It describes their care and preparation of children for the future. This sums up the ethos of the school. Relationships between all members of the school community are excellent. Parents rightly describe the school as being welcoming and caring. Staff have the complete trust of parents because 'our children run into school and come out happy because they have enjoyed the day.' This results in pupils' being kind as it comes naturally. Pupils describe the staff as being 'friendly and help you to learn.' All pupils can excel because of the range of curriculum and after school activities. The achievements of individuals are recognised in the "Tree of Achievement", while 'Magic Moments' reward the whole school with time to spend in activities decided by the school council. Pupils show care and responsibility for each other especially in the 'Buddy system.' They are well behaved, confident and articulate. This and a stimulating curriculum create an openness in which all can freely talk about religion and their own experiences. Creative teaching and cross curricular focus weeks contribute well to pupil's social, moral, spiritual and cultural development. Opportunities for spiritual development are recognised in some displays, and in shared experiences, such as sheltering outside during a thunderstorm. In some subjects such as art, pupils are able to reflect on their own feelings, but these opportunities are not consistent across the whole curriculum.

The impact of collective worship on the school community is good

The importance of worship as a time for coming together is seen in the way older pupils meet younger ones as they enter the hall and sit together. This arrangement immediately creates a reverent atmosphere as older pupils are good role models. It also brings a shared family feeling to worship. Worship themes are often based on values, introduced by a Bible story or story from another faith. Themes are well planned. A daily evaluation by the leader allows the coordinator to have a termly overview of the impact. Pupils are also involved in evaluation and have indicated their wish to have more direct involvement in leading worship. Pupils are engaged by lively delivery of worship that gives time for them to reflect on their own experiences without detracting from the atmosphere. For example, before exploring the opportunities for Jesus to escape during Holy Week, children shared examples of things they would wish to escape from. Such themes are a catalyst for impromptu class discussion that challenges pupils' thinking further. Pupils have a good awareness of the value of prayer. This is enhanced by a prayer board in the hall, reflective and prayer corners in some classrooms. Parents comment that children say the school grace at home. There are good links with St Mary's Church that is used regularly for services as well as a teaching resource. The vicar is a frequent visitor in school leading worship. Pupils' involvement in ecumenical services held in school increases their awareness of a wider worshipping community as well as giving members of the community an opportunity to be part of the school.

The effectiveness of the religious education is good.

Religious Education has a high profile in school because of the knowledgeable and enthusiastic coordinator who has successfully created a firm foundation for the introduction of a new syllabus. Monitoring has identified the area for development and the need for consistency in the implementation of this. It is also understood that ongoing assessment and marking need to be more closely linked to pupils' learning. End of unit assessments show that standards are presently at least in line with other core subjects. The quality of teaching is at least good and sometimes outstanding because of the creative approach to the subject that engages pupils and challenges their thinking skills. For example, works of art are very effectively used. Pupils responded well to a range of paintings depicting the Crucifixion and raised and discussed probing questions. Pupils of all ages have a good knowledge of the key beliefs expressed in Christian festivals and make reasoned answers to questions such as 'is Easter or Christmas more important to Christians?'. Older pupils have very successfully used a personalised learning programme and ICT to explore "Sacred Texts", and were invited to share their findings with teachers from other schools as well as within school. Some displays which are interactive are used effectively to challenge pupils and adults to make a personal response.

The effectiveness of the leadership and management of the school as a church school is good.

The head has a clear vision and passionate commitment for the continuing development of this school as a church school. She is a good role model for pupils in her relationships and management of the school. There is support from staff, governors and the diocese. They work as a close team to achieve the aims and values of the school. The school also benefits from being a part of the Warriner Partnership Primary Schools. Foundation governors understand their specific role and ensure Christian values and links with the church permeate everything in school. Monitoring and evaluation are embedded in the practice of the school, as are reporting to the governing body. The school has identified the need for governor training in order they may take greater responsibility for the evaluation of worship. The commitment of all, seen in the accurate self assessment and resulting action planning shows this school has good capacity and motivation for further development. The views of parents and pupils are gathered through discussion and questionnaires as well as informal discussion as they are greeted on arrival or departure. There is a clear message from all of this community "we are proud of being a church school". The school has good links with the church and village community that extend pupils understanding of being part of different communities.