Balliol Primary School

What Ofsted said

From the inspection on 12 July 2022

Pupils at Balliol Primary School are friendly and kind. They show their good manners right from the start of the day as they politely help themselves to the bagels leaders serve at the gate. Pupils recall much of what they learn. They say teachers explain concepts clearly, so pupils know how to complete their work. If pupils make mistakes, they correct them using teachers' feedback. Pupils take part in memorable experiences. To name but a few, they pet farm animals, watch and listen to an orchestra, and meet an arctic explorer. Pupils make links between these experiences and what they learn in class. They look forward to leaders reintroducing after-school clubs in September, so they can strengthen their sporting prowess or demonstrate their creativity through performing arts. The behaviour system motivates pupils. For example, exchanging online points for books, stationery and other rewards helps older pupils learn the value of hard work. Pupils learn about bullying. This helps them to report it when it occurs. Pupils know that staff will support them to stop it happening again. As a result, pupils feel safe in their school.

What the school should improve

• The additional support for weaker readers helps them learn the sounds they have yet to grasp. However, some staff leading this support are not as skilled in the delivery of teaching reading strategies for fluency and/or comprehension as they ought to be. As a result, some pupils are not developing these key skills. Leaders need to ensure all staff are suitably skilled to be able to strengthen all aspects of pupils' reading.
• The activities organised in the outdoor area for children in the Reception Year do not match the ambition of those arranged in the classroom. As a result, children are not provided with as many opportunities to strengthen their knowledge and skills, using high-quality resources, outside as they are inside. Leaders need to ensure that staff have the training and support required to address this.
• Leaders have improved most aspects of the school, particularly with the curriculum. However, how they evaluate some systems lacks rigour. This means some systems, such as those for monitoring attendance, do not work as well as leaders intend. Governors and school leaders must work together to check systems work well and, where they do not, leaders must make timely changes and check these closely for impact.

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