Christian Malford CofE Primary School

Inspection of Christian Malford CofE Primary School Church Road, Christian Malford, Chippenham, Wiltshire SN15 4BW

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Early years provision Good Previous inspection grade Good

p.1

Overall effectiveness Requires improvement

The headteacher of this school is Christina Brugger. This school is part of Diocese of Bristol Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Stephen Mitchell, and overseen by a board of trustees, chaired by Nigel Daniel. The headteacher is also responsible for two other schools. 5 and 6 December 2023

p.1

What is it like to attend this school?

This is a warm and welcoming school where pupils are happy and feel safe. The school’s ‘grapes’ values help pupils understand the importance of showing respect, working hard and how to be aware of the feelings of others. Parents speak highly about the positive start children make when they join the school.

p.2

What is it like to attend this school?

Despite this, the quality of education that pupils receive is not yet good. In some subjects, pupils do not learn well. The implementation of the curriculum does not support pupils to know more and remember more over time.

p.2

What is it like to attend this school?

The school promotes pupils’ positive behaviour. Pupils follow the school rules and behave well. They are kind and caring to one another. This starts in the early years where children display positive attitudes to their learning and work well together.

p.2

What is it like to attend this school?

Relationships are positive across the school. Pupils trust adults to listen to them. They talk about how the ‘well-being check-in’ enables staff to quickly spot and help pupils who have any worries or concerns.

p.2

What is it like to attend this school?

Pupils are keen to take on roles of responsibility, such as becoming members of the worship or school council. They speak positively about the extra-curricular opportunities and trips on offer to them.

p.2

better?

The school has experienced turbulence in staffing over the past two years. With the support of the trust, it has worked hard to manage these challenges and to begin to bring about the necessary improvements identified at the last inspection, particularly in reading and the early years.

p.2

better?

The school has a clear vision for what it wants all pupils to achieve. However, this vision is not yet fully realised. While an ambitious curriculum has been designed, which makes clear what pupils need to know and when, its implementation does not yet enable pupils to build their knowledge well enough as they move through the school.

p.2

better?

The school places high importance on reading. This begins from the start of pupils’ time at school. Children in the nursery develop their love of reading by listening to and acting out stories, such as ‘The Stick Man’. A consistent approach to the teaching of early reading is in place. Pupils learn new sounds well. Staff check if pupils are keeping up with the reading programme. If pupils fall behind, they receive the support they need to help them to catch up quickly. Older pupils read fluently and enjoy a wide range of books.

p.2

better?

In some subjects, such as art, teachers teach the curriculum well. They explain new learning clearly. This enables pupils to build their understanding well over time. Pupils talk confidently about the work of different artists and understand the effects 5 and 6 December 2023

p.2

3

of different materials, such as charcoal. However, this is not consistent across all subjects. Some teaching does not make clear enough what pupils need to learn or teach the content that the school intends. As a result, some pupils have gaps in their knowledge and do not progress well through the curriculum.

p.3

3

The school has effective systems to identify pupils with special educational needs and/or disabilities (SEND). It works well with parents and a range of professionals. Despite this, some staff do not routinely adapt learning well enough to fully support these pupils. This hampers the progress that some pupils with SEND make.

p.3

3

Pupils talk eagerly about their favourite lessons. They are polite and well mannered. Pupils of all ages enjoy spending time with their friends during social times.

p.3

3

There are clear systems in place for checking attendance. The school works closely with families to ensure that pupils understand the importance of attending school regularly. As a result, most pupils attend school regularly.

p.3

3

The curriculum for pupils’ wider development is designed well. Pupils learn about protected characteristics and fundamental British values, such as democracy. They understand the importance of treating everyone in a positive way. Pupils know how to keep themselves safe in different situations, including when online.

p.3

3

The trust has a clear strategic oversight of the school’s work and the challenges it faces. It has acted quickly to improve governance. Members of the academy council, some of whom are new, are knowledgeable about some aspects of the school. However, they do not yet have an accurate view of the quality of education that the school provides. This makes it difficult for them to check on the impact of the school’s actions and to hold the school to account. Staff enjoy working at the school and value the opportunities they have to share training with the other schools in the cluster.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The curriculum is not implemented effectively in some subjects. Teachers do not present new information clearly. As a result, some pupils do not build the depth of knowledge they should. The trust needs to ensure that the curriculum is implemented effectively across all subjects.  The needs of some pupils with SEND are not yet met well enough. As a result, these pupils do not develop their knowledge well enough across the curriculum. The trust must ensure learning is adapted effectively for pupils with SEND so that they learn well in all subjects. 5 and 6 December 2023

p.3

4

 Those with responsibility for governance do not yet have sufficient oversight of the quality of education that pupils receive. This prevents them from providing a sufficient level of challenge to the school, particularly with regards to the wider curriculum. The trust needs to ensure that those responsible for governance gain an accurate view of the school’s strengths and weaknesses, and then challenge the school to bring about improvements.

p.4

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 5 and 6 December 2023

p.4

School details

Date of previous inspection 25 November 2021, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the Diocese of Bristol. The last section 48 inspection took place in March 2017, where the school was judged to be good.  The headteacher has been in post since September 2021.  There have been some changes to the structure of the governing body since the last inspection. The chair of the Academy Council has been in post since September 2023.  The before-school club is managed by the governing body.  The school has pre-school provision for two-, three- and four-year-olds.  The school uses three unregistered alternative providers.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. 5 and 6 December 2023

p.5

6

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, subject leaders, the special educational needs coordinator, staff, pupils and representatives from the academy council. The lead inspector also met with senior representatives from the trust.  Inspectors carried out deep dives in the following subjects: reading, mathematics and art. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, looked at samples of pupils’ work and spoke to pupils about their learning.  The lead inspector spoke to leaders about the curriculum in some other subjects.  The lead inspector listened to pupils in Years 1, 2 and 3 read to an adult.

p.6

6

 To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, the inspector spoke to pupils to discuss their views about the school.  Inspectors considered the responses to the online survey, Ofsted Parent View. They also took into consideration the staff and pupil surveys.

p.6

Inspection team

Ben Jordan, lead inspector His Majesty’s Inspector

p.6

Inspection team

Jyotsna Paranjape Ofsted Inspector 5 and 6 December 2023

p.6

7

regulates 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 children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7