Swell Church of England Primary School

Swell Church of England Primary School

Address: Lower Swell, Cotswold, Cotswold, Gloucestershire, GL54 1LH Unique reference number (URN): 149256

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Attendance and behaviour Strong standard

Leaders have worked tenaciously to bring about a positive change in attendance culture. Their strong relationships with families and clear communication about the importance of school and learning are helping pupils attend well. The school provides appropriate challenge and support when pupils’ attendance falls short. Those responsible for governance provide robust challenge to leaders about attendance. Creative strategies, including working with other schools, help to remove barriers so that pupils feel an increased sense of belonging. Attendance data does not always reflect leaders’ notable work because the number of pupils in each year group is small and many pupils join the school partway through the year. As a result of leaders’ actions, the attendance of pupils who remain at the school over time has improved and is sustained.

p.2

Attendance and behaviour Strong standard

Pupils’ behaviour is exemplary. The school’s environment is rooted in mutual respect. Pupils are enthusiastic about their learning and show curiosity about new ideas. Pupils have a secure understanding of discrimination and why it is important to respect people’s differences. The school does not tolerate any form of discrimination or bullying, and any concerns are dealt with quickly and efficiently. Staff apply the school’s behaviour approach consistently and skilfully, which helps pupils understand and meet expectations. They rarely need reminders about how to behave. Younger pupils benefit from well ‑ established routines and develop independence from the moment they start school.

p.2

Inclusion Strong standard

The school’s ethos is that every pupil, including those with special educational needs and/or disabilities (SEND), will succeed. The school identifies pupils’ needs with precision. Staff monitor pupils’ learning closely and act quickly when they spot signs that additional support is needed. This includes pupils who join the school at different points in their education. The school responds promptly and appropriately. Staff receive targeted training so they can support pupils effectively. Pupils who require more specialised approaches benefit from guidance provided by external agencies and constructive work with families. Staff work together to create clear, specific targets that identify gaps in knowledge and set out how these will be addressed. These plans are reviewed regularly and inform wider aspects of the school’s provision. As a result, pupils with SEND make strong progress from their starting

p.2

Inclusion Strong standard

points and often exceed their own expectations, for example in reading.

p.2

Inclusion Strong standard

Leaders make effective use of research to shape provision for pupils in receipt of pupil premium funding. For example, regular ‘check ‑ ins’ help pupils understand and manage their emotions. The school also uses alternative provision appropriately to meet the needs of pupils who require additional support. The school’s work on inclusion is embedded securely and is making a sustained difference for pupils who face barriers to their learning. Leaders ensure that no detail is overlooked, and pupils receive the support they need to be successful.

p.2

Personal development and wellbeing Strong standard

The personal development programme is expertly and coherently designed to meet the needs and aspirations of pupils at this school. Its principles are woven securely through the academic curriculum. Pupils learn to build resilience because they are encouraged to try new things, persevere when they find work difficult and learn from mistakes. Meaningful responsibilities, such as leading presentations, enable pupils to develop confidence and self-assurance. Pupils, including those who are disadvantaged, are taught the essential knowledge and skills they need to prepare them well for life beyond school. The programme includes effective relationships, sex and health education. Pupils understand how to keep themselves safe and learn about risks, including online risks, in a clear and age-appropriate way.

p.3

Personal development and wellbeing Strong standard

Pupils learn to manage themselves and their friendships successfully, including during social times. They play harmoniously and are supported to take appropriate, calculated risks in their learning and play. For example, pupils design and build vehicles from pallets, developing their physical skills, teamwork and problem-solving. Pupils value the way the school uses art and drawing to support their mental health and wellbeing. They learn about ethical issues from around the world and reflect maturely on these. Pupils deepen their understanding of right and wrong through discussions and creative activities. They have a well-developed understanding of fundamental British values and can relate these confidently to their own experiences. They also recognise how values are expressed across different beliefs. For example, during a visit to a Hindu temple, they showed respect by observing the appropriate customs of the religious setting, and later reflected on how they demonstrate

p.3

Personal development and wellbeing Strong standard

Pupils speak positively about the wide range of experiences on offer to them, including learning musical instruments. Their appreciation of the arts is broadened through pantomimes and opera visits. Pupils learn to take responsibility and show initiative. For example, they raised money by making and selling hot chocolate to buy a sofa that enhances their social space.

p.3

Achievement Expected standard

Pupils learn the curriculum well across subjects so that they are ready for their next stage. They talk confidently about what they know. For example, they can describe particle arrangements in solids, liquids and gases, and explain the significance of the Roman era on life today. Pupils learn specific vocabulary that supports their understanding. Children in early years, for instance, use words such as ‘warmer’ and ‘cooler’ when making ‘animal soup’.

p.3

Achievement Expected standard

However, the school's published outcomes in national tests do not fully reflect the knowledge pupils are gaining. The number of pupils in each year group varies significantly each year, and many pupils join the school partway through their primary education, which has an impact on overall attainment. Multiplication scores, in particular, have been influenced by this. The school’s work on developing secure multiplication knowledge is helping pupils recall these facts readily and address gaps in learning. Generally, pupils secure the basic knowledge needed to access the curriculum. However, some pupils struggle to form letters correctly, which means they do not write as fluently or confidently as they should.

p.3

Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that builds on the knowledge pupils already know so they are ready for their next steps. Leaders check how well the curriculum is taught. Using this information, they make astute decisions to bring about improvements. They think carefully about staffing and resources so that pupils, no matter their age and stage, get the support they need.

p.4

Curriculum and teaching Expected standard

The school accurately identifies the starting points of pupils who join the school mid year. They prioritise teaching pupils the basics of reading, writing and mathematics. Younger pupils learn to read as soon as they start school. Teachers adapt teaching to ensure that those pupils with special educational needs and/or disabilities and those pupils who face barriers to their learning are supported to learn the curriculum well.

p.4

Curriculum and teaching Expected standard

Leaders ensure teachers have the right subject knowledge to be able to teach the curriculum. For example, staff have had recent training on how to use physical resources to enable pupils' understanding of new mathematical ideas. This helps pupils to secure a deeper understanding of challenging concepts.

p.4

Curriculum and teaching Expected standard

Across subjects, staff effectively check how well pupils understand new learning and correct any misconceptions. In some cases, teachers do not correct misconceptions in written work, so some pupils make repeated errors.

p.4

Leadership and governance Expected standard

Leaders, including trust leaders, and those responsible for governance, put pupils at the centre of their decision making. As a result, many parents and carers choose to send their children to the school. Pupils who may have had challenging experiences prior to arriving at the school are supported well because leaders take time to understand them as individuals. Parents are positive about the school and appreciate the decisions leaders make in pupils’ best interests. Leaders have an accurate understanding of the school’s strengths and areas to improve. They use information, including pupils’ achievement and attendance, to shape the school’s priorities. Leaders and governors monitor these priorities regularly. When progress is slower than expected, leaders take appropriate action. Governors meet their statutory duties, including ensuring that funding is used appropriately. They oversee resources carefully and

p.4

Leadership and governance Expected standard

provide suitable challenge to support the school’s continued improvement.

p.4

Leadership and governance Expected standard

Staff, including those new to teaching, value the professional learning opportunities provided. Leaders seek staff views when planning development work, which helps ensure training meets their needs. Staff say that ongoing professional development is increasing their confidence in supporting pupils’ learning, including helping pupils become more independent. Leaders and governors take steps to support staff with their workload and wellbeing. Staff appreciate leaders’ efforts to streamline systems and routines, and the collaborative work with the trust to strengthen aspects of the curriculum. Staff feel that leaders are approachable and considerate of the pressures of school life, which contributes to a positive working environment.

p.4

What it's like to be a pupil at this school

Pupils enjoy coming to this highly inclusive school. They describe it fondly as ‘the Swell family’. Every pupil is known as an individual and their identity is celebrated. For example, pupils choose a pebble and decorate it to represent themselves within the ‘family of the school’. Pupils learn to be reflective and thoughtful by writing down wishes or worries and placing them in the stream.

p.5

What it's like to be a pupil at this school

Staff create warm and nurturing relationships. They listen to pupils and help them with any concerns. As a result, pupils feel safe and well cared for. Bullying is rare, and when it does occur, it is dealt with promptly and effectively. This contributes to a strong sense of belonging. Attendance falls short of national expectations because of the nature of this smaller-than-average school. However, the school’s sustained work with families is helping attendance to improve. Pupils are positive representatives of the school. The values of ‘CPR’ (compassion, peace and respect) provide clear expectations for behaviour. Pupils understand that these behaviours will support them beyond their time at Swell, and they respond well to these expectations.

p.5

What it's like to be a pupil at this school

Pupils achieve well from their starting points. Many join the school at different times during their primary education. Staff take time to understand each pupil and any barriers to their learning. They use thoughtful strategies to reduce these barriers so that pupils can access the curriculum well. Because of the school’s small size, this is not always reflected in published outcomes.

p.5

What it's like to be a pupil at this school

Pupils take pride in the contributions they make to their school community and beyond. This prepares them well for life in modern Britain. For example, pupils encourage others in the local community to support charitable causes, including promoting charity days on a local radio show. Following a ‘crochet craze’, pupils were supported to set up a crochet club. The school tracks participation closely to ensure that every pupil, including those who are disadvantaged, benefits from its wider offer.

p.5

Next steps

• Leaders should ensure that staff support pupils to develop correct letter formation so that they can write more fluently and confidently. • Leaders should ensure that teachers identify and address misconceptions in pupils’ written work so that pupils do not continue to make repeated errors.

p.5

About this inspection

This school is part of North Cotswold Schools Federation multi-academy 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), Jackie Buckland, and overseen by a board of trustees, chaired by Melanie Huttunen.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the executive headteacher, the special educational needs coordinator and a group of staff. The lead inspector also met with the chair of the board of trustees and the CEO.

p.6

About this inspection

Inspectors spoke with some parents at the start of the school day. They considered responses to the online survey, Ofsted Parent View, including free-text comments. Inspectors considered the responses to Ofsted’s staff survey. There were no responses to Ofsted’s pupil survey.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

This school is a smaller than average-sized primary school. Pupils are taught in three mixed-age classes. The school is registered as having a Church of England religious character. The school is part of the Diocese of Gloucester. The most recent section 48 inspection of the school was carried out in January 2020.

p.6

About this inspection

The school makes use of one registered alternative provision.

p.6

About this inspection

There is a before- and after-school club for pupils who attend the school.

p.6

About this inspection

Alison Rawlings: Executive Headteacher The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

average

2023/24 (final) 63% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2023/24 (final) 75% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

average

2022/23 59% ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2022/23 (3 term) 14.8% 16.2% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.15

Urgent improvement

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.15

Urgent improvement

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.15

Urgent improvement

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

p.15

Urgent improvement

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

p.15