Rodbourne Cheney Primary School

Inspection of Rodbourne Cheney Primary School Broadway, Swindon, Wiltshire SN25 3BN

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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Overall effectiveness Outstanding

Ofsted has not previously inspected Rodbourne Cheney Primary school under section 5 of the Education Act 2005. However, Ofsted previously judged Rodbourne Cheney primary school to be outstanding, before it opened as an academy. 12 and 13 July 2023

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What is it like to attend this school?

From Nursery to Year 6, pupils blossom at Rodbourne Cheney Primary School. Staff create an environment where all pupils, including those with special educational needs and/or disabilities (SEND), succeed. Pupils love their school. They are proud to be part of the school ‘family’. Pupils excel in the many opportunities to develop their learning beyond the classroom. For example, pupils sing in the choir, compete in the ‘take one picture’ project and celebrate International Women's Day . This supports them to be well-rounded individuals with a broad view of the world.

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What is it like to attend this school?

As soon as children join Nursery, routines are established. Children get off to a great start. There is a strong focus on singing rhymes and listening to stories. In the early years, children learn how to take turns and share. This continues throughout all year groups. Pupils are enthusiastic learners. They are conscientious and hard-working. This reflects the high-quality work they produce.

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What is it like to attend this school?

Pupils have many opportunities to develop leadership skills. In Year 6, all pupils have a role and responsibility either as a subject ambassador, head boy and girl, or as sports leaders. Parents are overwhelmingly positive about the school, describing it as ‘fantastic’ and would ‘recommend it in a heartbeat’.

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better?

Leadership is outstanding. All staff share leaders’ vision for excellence in pupils’ academic, social and emotional success. There is a relentless drive to ensure that all pupils receive an outstanding education. Pupils succeed in all areas of the curriculum.

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better?

Reading is a ‘golden thread’ that runs through every aspect of the curriculum. From the moment children join the Nursery, there is a strong focus on oracy. Leaders have identified the nursery rhymes and stories that children will know and by when. This supports them to develop a love of reading and rhyme at an early stage. In pre- school, children start to learn about sounds and letters. This prepares them well to learn phonics in Reception Year. As a result, pupils in key stage one are successful readers. Pupils talk articulately about their favourite books and stories. Older pupils enjoy a broad range of classic and modern authors.

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better?

Pupils are keen to learn. They demonstrate excellent learning behaviours. This supports them to be successful. In art, leaders aspire for pupils to be illustrators, graphic designers and architects. Pupils talk confidently about many different artists, including Lowry, Banksy and Georgia O’Keeffe. Pupils learn to use a range of different media in art. For example, pupils use graphite on parchment to create cave paintings. Their sketch books show how pupils practise and develop this technique over a sequence of lessons, before producing a final piece of work. In computing, pupils talk confidently about how to use code to create algorithms, the process of decomposition and the significance of variables. The curriculum supports all pupils, 12 and 13 July 2023

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including those with SEND, to produce work of a high quality and develop a depth of understanding.

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Over time, leaders have designed an ambitious and exciting curriculum. Central to this, is a well-informed understanding of the school community. Leaders are aspirational for all pupils to succeed now and in the future. Through a rich personal, social and health education curriculum, pupils develop the same eagerness to thrive. For example, pupils talk about becoming a mechanical engineer by completing an apprenticeship when they are older.

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The well-being of pupils, staff and parents is a high priority for leaders. Staff comment on how leaders value and support them. Pupils know how to keep themselves physically and mentally healthy. For example, Swindon Town Football Club’s coaches train pupils from across the school so that they can compete against other schools. Through the ‘Junior Good Citizen’ project, there is a strong focus on developing pupils’ life skills and on how to cope in an emergency or dangerous situation. This prepares pupils well for their future.

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Pupils are polite and considerate. They allow each other to talk and share their ideas, listen attentively and respond appropriately. Pupils have the opportunities to debate different topics and know the importance of tolerance and inclusion. They say that they are like ‘one family’. They understand the school rules of ‘be safe, be kind, be respectful’ from early years onwards. As a result, the environment is orderly and pupils feel safe.

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Trustees and local governors hold leaders to account well. They gather the information they need, including first hand, which they use to ask challenging questions. Staff are overwhelmingly positive about the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have created a strong culture of safeguarding. They are knowledgeable about the contextual safeguarding issues in their locality and adapt the curriculum to address these. Leaders ensure that all staff receive training so they can recognise potential risks to pupils. Staff record concerns in a timely manner so that pupils and families receive the support they need, when they need it. Leaders work effectively with external agencies where necessary.

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Safeguarding

The curriculum supports pupils to know how to keep themselves safe, including when online. Pupils know that adults will listen to them and give them the help they need, if they have any concerns. 12 and 13 July 2023

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 12 and 13 July 2023

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School details

Inspection number 10267893 Type of school Primary

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School details

Website www.rodbournecheney.swindon.sch.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Rodbourne Cheney Primary School converted to become an academy school in November 2010. When its predecessor school, Rodbourne Cheney Primary School, was last inspected by Ofsted, it was judged to be outstanding.  The school has provision for two-year-olds.  The school has a breakfast and after-school club for its pupils.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held discussions with the headteacher, members of the leadership team, subject leaders and representatives from the trust, including the CEO. 12 and 13 July 2023

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 Inspectors carried out deep dives in these subjects: early reading, mathematics and art. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also spoke to leaders about the curriculum in some other subjects.  The lead inspector listened to pupils in Years 1, 2 and 3 read to a familiar adult.  Inspectors reviewed the school’s safeguarding documentation, including the safeguarding checks carried out on staff working at the school. Inspectors talked to pupils, staff and trustees about how the school keeps everyone safe.  Inspectors observed pupils’ behaviour in lessons and during social times. An inspector met with leaders to discuss and scrutinise how they respond to behaviour incidents and pupils’ attendance.  Inspectors considered the responses to the online survey, Ofsted Parent View,

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including free-text responses. Inspectors spoke with parents at the beginning of the day. They also considered responses to the surveys for staff and pupils.

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Inspection team

Wendy D’Arcy, lead inspector His Majesty’s Inspector

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Inspection team

Martin Greenwood Ofsted Inspector 12 and 13 July 2023

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and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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