Cherhill CofE School

Inspection of Cherhill C of E School Middle Lane, Cherhill, Calne, Wiltshire SN11 8XX

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Inspection dates: 27 and 28 February 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Good 27 and 28 February 2024

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What is it like to attend this school?

The school’s values, which include honesty, empathy and respect for all, permeate this successful school. Adults create a culture of high expectations for pupils. Pupils meet these expectations. They are curious and keen to learn new knowledge. In the early years, children take turns and follow instructions exceptionally well. Pupils are respectful. They follow the school rules consistently without being reminded. Pupils are particularly well mannered and polite. They are considerate, thoughtful and kind towards one another. Staff form positive, respectful relationships with pupils. As a result, pupils feel valued. Pupils enjoy school and describe the school as a friendly place. They have complete confidence in trusted adults to support them with any worries they have. Pupils feel safe in school and learn how to stay safe online. Pupils enjoy a wide range of school clubs, such as music, sports and languages.

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What is it like to attend this school?

Pupils take on leadership roles across the school. They take pride in their responsibilities as house captains and digital leaders. Pupils’ experiences are broadened through a range of trips and visitors. Most parents are positive about the school. Many appreciate the support given to their children.

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better?

The school’s curriculum is broad and ambitious. It is designed well to ensure that the diverse needs of pupils are met. The curriculum carefully considers the important knowledge pupils must learn and the order in which they learn it. For example, in mathematics, children in Reception learn to add and subtract numbers effectively. Pupils learn mathematical vocabulary from an early age. The strong focus on number provides the secure foundation for future learning.

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better?

In most subjects, assessment is used well. For example, in mathematics, assessment is used to identify gaps in pupils’ knowledge well. However, in some subjects, the impact of these checks is less effective. As a result, some pupils develop gaps in their learning and do not deepen their knowledge well enough. This hinders their progression through the curriculum.

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better?

Children in Reception get off to an excellent start. Well-trained staff support children’s language development exceptionally well. Staff create purposeful opportunities to develop children’s speech and vocabulary. Children learn to read from the moment they start school. They practise phonics regularly. Regular and accurate assessment in early reading and phonics means pupils’ needs are quickly met. Pupils progress rapidly. Across the school, pupils enjoy reading and listening to a wide range of texts. This secures a lifelong love of reading and helps pupils become fluent readers. 27 and 28 February 2024

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The school makes sure pupils with special educational needs and/or disabilities (SEND) are well supported. From Reception, the school identifies the needs of these pupils quickly. Staff have the expertise they need to adapt learning and provide appropriate support for pupils with SEND. This means pupils with SEND learn the same curriculum as their classmates.

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The early years provision in this school is exceptional. Children learn the routines and habits of school from the very beginning. Children are highly motivated and eager to join in.

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Pupils’ conduct is exemplary. This starts in Reception, where children learn how to develop friendships as they play together and share. Further up the school, pupils are resilient and have extremely positive attitudes to learning. Older pupils act as role models and set a positive example to others. They support other pupils and help staff on the playground. Pupils’ actions make a noticeable contribution to the life of the school.

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The school prioritises pupils’ wider development. Pupils play a significant role in the local area. Many pupils attend events and festivities. This instils a sense of pride in the wider community. The curriculum helps pupils build knowledge of fundamental British values. However, some aspects of the personal development curriculum are not as well developed as others. Pupils’ knowledge and understanding of other cultures beyond their own community is not as secure.

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The governing body fulfil their statutory duties well. They are well informed about the school’s strengths and next steps for development. Staff appreciate the priority given to their well-being and workload. Staff are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the school’s use of assessment is not used with enough precision to check what pupils know and remember. Some pupils have gaps in their knowledge. This hinders their progress through the curriculum. The school should ensure that assessment captures what pupils know and remember and uses this information to adapt or inform the curriculum and future learning.  The school has not considered well enough how to improve pupils’ understanding of cultures different to their own. As a result, pupils’ knowledge of cultures different to their own is underdeveloped. The school should ensure that the curriculum helps pupils to learn about different cultures. 27 and 28 February 2024

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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’ is used to mean pupils with 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). 27 and 28 February 2024

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 17 July 2018, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Diocese of Salisbury. The last section 48 inspection took place in November 2019, when the school was judged to be good.  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

Inspections are a point-in-time judgement about the quality of a school’s educational provision.

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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 met with the headteacher, senior leaders, subject leaders, teaching and administrative staff, pupils and representatives from the local governing body. 27 and 28 February 2024

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The lead inspector also held meetings with a representative from the diocese and the local authority.  Inspectors carried out deep dives into these subjects: early reading, mathematics and music. Inspectors looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of work. Inspectors also discussed the curriculum in some other subjects.  Inspectors observed pupils’ behaviour at various times of the day, including breaktime and lunchtime.  Inspectors also looked at curriculum plans and 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.  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

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culture around safeguarding that puts pupils’ interests first.  Inspectors considered responses to the online survey, Ofsted Parent View, including free-text responses and responses to the staff and pupil surveys.

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Inspection team

Richard Vaughan, lead inspector Ofsted Inspector

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Inspection team

Helen Springett Ofsted Inspector 27 and 28 February 2024

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