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  • Great Rollright Church of England (Aided) Primary School
    Great Rollright Primary School
    Church End
    Great Rollright
    Chipping Norton
    Oxfordshire
    OX7 5SA
  • Head: Miss Michelle Hastings
  • T 01608 737202
  • F 01608 737916
  • E [email protected]…lright.oxon.sch.uk
  • W www.greatrollrightprimary.com
  • A state school for boys and girls aged from 4 to 11.
  • Boarding: No
  • Local authority: Oxfordshire
  • Pupils: 102
  • Religion: Church of England
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 20th June 2017
    • 2 Full inspection 8th March 2013

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 12th June 2008
  • Ofsted report: View the Ofsted report

What the school says...

Central to our ethos is the abiding Christian belief that every child should be loved and valued as an individual. Inclusion and acceptance are key principles which enable all children in our school to thrive and reach their potential. We are passionate about developing the ‘whole’ person and work hard with our children to develop skills of perseverance and commitment to both their learning and to their place in our close-knit community.
To achieve this we work hard to enable our children, who come from a variety of backgrounds and from a very wide catchment area, to see themselves as one body through our Acts of Collective Worship, our House Team activities and through special days such as Maths Days and special weeks such as Book Week. Our children are actively encouraged to serve others and take on responsibilities within our school community. Children in Years 5 and 6 apply for their “jobs” each September and carry them out to a very high standard. Their roles are real ones and not completing tasks leaves a hole in the school’s operation! The younger children, noting how the older ones have particular jobs and responsibilities within school, aspire to be just like them. Our greatest delight is when children notice a gap in our organisation and offer to fill it!
Ours is a peaceful, though happy, lively and busy school. Enthusiasm is evident but conflict is rarely seen. Our Christian ethos, which has the repair of relationships and an understanding of forgiveness at its heart, contributes to this. We manage any upsets using Restorative Justice principles; all of our children are taught about their feelings so there is a high level of emotional literacy, and we educate our older children in conflict management so they can be Playground Peacemakers should the need arise. Forgiveness is key as we value repairing and maintaining relationships and we do not seek to allocate blame. In addition to this, adults in school model Christian Values of Community and Love with the whole school community and our children are witnesses of this on a daily basis. The older children, having grown up within this nurturing environment, naturally care for the younger children. Ours is also a very friendly school. Children and staff joining us always comment on how quickly they feel at home. Relationships between staff and children, and staff and parents or carers are very strong. Visitors frequently comment on the warm atmosphere. The close relationships, continually nurtured, result in trust between members of our school community.
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What the parents say...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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