Bourton-on-the-Water Primary School

What Ofsted said

From the inspection on 3 February 2026

On arrival at Bourton-on-the-Water Primary Academy, staff warmly greet pupils and treat them with kindness. Pupils feel safe and attend regularly. During their time at the school, they build lasting friendships. Teaching motivates pupils to learn and to behave maturely. Most pupils progress well to reach the standards expected by the end of key stage 2. From pre-school to Year 6, leaders work hard to identify and overcome pupils’ mental health needs. Their approach is very successful in supporting disadvantaged pupils and those with special educational needs and/or disabilities. Leaders' efforts set the culture and foundations for successful learning. They are ambitious to improve teaching further. Currently, teaching for a small minority of pupils does not match their precise needs closely enough. The school’s values of ‘Challenge, Amaze, Respect and Enjoy’ make a powerful difference to pupils’ character and preparation for Year 7. Pupils behave well, enjoy their learning and show consistently positive attitudes. Pupils’ behaviour and attitudes are a strength. They act with care, tolerance and kindness towards others. They work hard, persevere and show pride in their work. This means they are well prepared for secondary school. ‘Happiness Heroes’ busily ‘help anyone who is sad’. Bullying is rare, but dealt with quickly, if it occurs. Trips to a wildlife park and local art trails, combined with the many extra-curricular clubs, enrich pupils’ experiences. Children in the early years develop their communication and language skills effectively. They also build the personal, social and emotional development needed to ensure a positive start to their schooling. Leaders show high ambition for all pupils and the school. Through the school’s values, curriculum and community links, pupils learn how to contribute positively to their school and their local and wider community. They learn to play an active role in life in modern Britain.

What the school should improve

• Leaders need to ensure that teaching is consistently precise so that pupils can develop secure and effective strategies for their learning.
• Leaders need to ensure that agreed approaches to supporting pupils, including pupils with special educational needs and/or disabilities, are applied consistently so that all pupils benefit from them.
• Leaders and governors should strengthen their skills in identifying what needs to improve and evaluate the impact of their work clearly.

Read the full Ofsted report (opens in a new tab)