Seven Fields Primary School

Seven Fields Primary School

Address: Leigh Road, Penhill, Swindon, Wiltshire, SN2 5DE Unique reference number (URN): 138005

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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.

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How we evaluate safeguarding

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

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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.

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Early years Strong standard

Leadership of the early years is highly effective. Leaders’ ambitious vision for high-quality education and care is fully realised. The curriculum is meticulously planned for all children, regardless of their starting points. For example, great care is taken to ensure that 2-year- olds who have not yet developed the necessary gross motor skills are given time and appropriate activities to do this.

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Early years Strong standard

Leaders have precisely identified the knowledge and skills that children need across all areas of learning. They ensure that the learning environment and teaching approaches are consistently purposeful and highly responsive to children’s needs. Teaching is characterised by high-quality interactions that build children’s communication, vocabulary and understanding. Daily story time is prioritised, with texts chosen to promote children’s understanding of diversity. This is joyful part of the day, when children who may have struggled to sustain attention are able to engage positively and join in with familiar rhymes and stories.

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Early years Strong standard

Children often make accelerated progress from low starting points, including those who are disadvantaged and those who have special educational needs and/or disabilities. This is reflected in outcomes which are above national averages, with disadvantaged children performing particularly well. Secure foundations are established through the carefully sequenced teaching of phonics and mathematics.

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Early years Strong standard

Children’s wellbeing and welfare are prioritised. Staff build warm, trusting relationships with children and their families, many of whom engage very positively with the school.

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Attendance and behaviour Expected standard

Leaders have established a highly effective strategic approach to attendance, ensuring that it is recognised as everyone's responsibility, but, most importantly, that school is a place where pupils want to be and feel they belong. Robust monitoring systems, weekly reviews and detailed analysis enable staff to identify timely, targeted and highly personalised support. Attendance has improved significantly over time through highly effective work with families and gaining the trust and support of parents. Although historical data identified rates of attendance and persistent absence as a concern, current attendance rates, including for vulnerable groups, demonstrate sustained improvements. For example, while the school has a far higher than average number of pupils entitled to free school meals, these pupils' rates of attendance are above the national average.

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Attendance and behaviour Expected standard

Similarly, pupils typically behave very well because leaders have established clear expectations, consistent routines and trusting relationships with pupils and families. Leaders monitor behaviour closely and respond swiftly to concerns. Bullying has reduced over time. All incidents, including the use of discriminatory language, are taken seriously. Pupils feel confident that staff will help them if they have worries or disagreements. Suspensions have also reduced over time and rates are very low.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching in the school. Following historical weaknesses in this area, they have taken effective action, for example by adopting a new reading and writing curriculum. They have strengthened what children learn in the early years, which means that when they start in key stage 1, they are well prepared. This includes developing secure phonics and number knowledge and early writing skills.

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Curriculum and teaching Expected standard

Leaders have worked with staff to improve the quality of teaching and assessment. This means that, in core subjects, staff have a clearer understanding of where gaps in pupils' knowledge exist, and how to address these gaps. Typically, teachers explain new concepts clearly and provide opportunities for pupils to revisit prior learning. However, on occasion, teachers do not check pupils' understanding before moving on. This means that some pupils have misconceptions that persist. Nevertheless, improvements are having a positive impact on pupils' learning in these areas. Pupils with special educational needs and/or disabilities and those who have fallen behind are well supported in class, or in small group interventions.

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Curriculum and teaching Expected standard

Typically, the school's curriculum is broad and ambitious. Leaders have rightly prioritised ensuring that pupils' learning in English and mathematics is secure. Generally, the wider curriculum is enabling pupils to develop knowledge and skills in geography, history, science and other subjects. However, leaders recognise that the delivery of the these subjects is not consistently effective.

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Inclusion Expected standard

Leaders have strengthened provision for pupils with special educational needs and/or disabilities (SEND). This is a highly inclusive school in which pupils' needs are identified quickly and accurately. Leaders typically ensure staff have the relevant expertise to support pupils with a range of needs, including speech and language difficulties and social, emotional and mental health needs. This starts in the early years. On the whole, the school works in positive partnership with parents to ensure that pupils with SEND are closely monitored. Leaders have responded positively to the increasing challenge of meeting some pupils' needs. The inclusion base generally provides appropriate support for these pupils. However, the overall impact of this work is not being evaluated by leaders and governors. Leaders use external alternative provision appropriately to meet the needs of pupils who may be struggling to attend mainstream school full time.

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Inclusion Expected standard

Many pupils who attend the school experience financial disadvantage alongside other challenges, including being open or previously open to social care. Leaders are relentless in their support of pupils and their families, which is reflected in their high attendance, which bucks the national trend. This is because leaders have identified barriers and reduced or removed them, including through the use of additional funding, so parents and pupils feel this is a safe and positive place for them.

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Leadership and governance Expected standard

Leaders have a deep understanding of the school’s context and the significant disadvantage faced by many pupils and families. They are passionate advocates for their pupils and community, acting decisively in their best interests. This is reflected in the strong sense of belonging which pupils describe and rates of attendance that exceed national trends. They have an accurate grasp of the school’s strengths and priorities, and improvement work is focused sharply on areas that will make the greatest difference: inclusion, attendance and raising outcomes in key stage 2.

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Leadership and governance Expected standard

Governors are increasingly effective in challenging and supporting the school to raise standards following a period of underperformance, including having a secure understanding of their statutory and delegated responsibilities. Trust leaders have supported this work, being acutely aware of this school’s distance from its other schools. In addition, school leaders continue to work in partnership with other local schools and organisations in order to provide the best possible education and care for their pupils.

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Leadership and governance Expected standard

Teachers value professional learning opportunities in areas such as British Sign Language and mathematics. Typically, they feel well supported with their workload and wellbeing, though acknowledge that there has been much to do in order to raise expectations and ensure the school is making the necessary improvements.

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Leadership and governance Expected standard

Parental engagement and support is a significant strength of the leadership at this school. Leaders provide a range of support for families facing challenges and work tirelessly to ensure the school is place where pupils can feel happy and achieve in order to be successful in the next stage of their education.

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Personal development and wellbeing Expected standard

Leaders have shaped a personal development programme that responds to the needs of its community. Pupils develop important knowledge about sun, water and online safety. The school sensitively teaches pupils about, and gives them opportunities to discuss, risks and issues such as smoking, substance misuse and family experiences. The wider personal development curriculum is enriched through initiatives such as taking on the role of a police officer, school nurse programmes and targeted support when pupils are moving into a new key stage. Children in the early years learn about healthy eating choices, dental hygiene and how to describe their feelings.

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Personal development and wellbeing Expected standard

This work has had clear impact on pupils’ sense of belonging and safety. The school promotes pupils’ spiritual and cultural development through assemblies and carefully chosen curriculum texts, including in the early years. British values are taught explicitly. However, some pupils’ knowledge of issues related to equality, diversity and other cultures is limited.

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Personal development and wellbeing Expected standard

As with other aspects of the school’s work, the enrichment programme is highly inclusive, with regular ‘electives’ providing opportunities for pupils to take part in craft, computing, sport, cookery and more. This helps pupils develop their talents and interests. Appropriate

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Needs attention

adaptations enable pupils with special educational needs and/or disabilities to take on leadership roles alongside their peers. For example, pupils in Year 6 proudly support children in Reception in activities such as sports day. There is a wide range of trips on offer, which all pupils take part in. Any financial barriers are removed. These trips broaden pupils’ experiences and include visits to museums and to London.

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Needs attention

Pupils’ wellbeing is prioritised. For example, the highly successful and well-attended breakfast club provides many pupils with a positive, settled start to the day.

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Achievement Needs attention

Increasingly, pupils are securing appropriate knowledge in handwriting, mathematics and reading. Historically, pupils have not achieved well at the end of key stage 2. However, there are some signs of improvement. This is not yet reflected in the school's published outcomes. However, pupils in Reception, Year 1 and Year 4 achieve outcomes in line with or above national averages, and disadvantaged pupils achieve well compared to disadvantaged pupils nationally. Children in the early years, and those with special educational needs and/or disabilities, often make accelerated progress from their starting points.

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Achievement Needs attention

While leaders have rightly prioritised ensuring that older pupils achieve more highly in English and mathematics at key stage 2, this has meant that they do not always develop a secure knowledge of their other subjects. So, while increasing numbers achieve the expected standard with reading, writing and mathematics, there is more work to do to ensure that older pupils develop more knowledge across the full breadth of the curriculum.

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

Many pupils thrive in this happy and inclusive school. They benefit from warm and trusting relationships with staff who know them well and provide effective support, helping them to feel safe, valued and included. Pupils' behaviour is typically calm and purposeful in lessons and at social times, with clear routines which enable pupils to engage well in their learning. Pupils report that bullying is uncommon and that staff deal with concerns quickly and effectively.

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

Pupils' achievement is variable, but it is showing convincing signs of improvement, particularly for younger children in the early years and key stage 1. Children in the early years get off to a great start and often make accelerated progress from their starting points. The academic outcomes for older pupils in reading, writing and mathematics are beginning to improve as a result of a stronger curriculum and higher expectations. Typically, pupils enjoy their learning. Pupils with special educational needs and/or disabilities are well supported because staff know and understand the barriers to learning they may face. Pupils benefit from a broad range of wider opportunities that enrich their experiences beyond the classroom. Leadership roles such as school councillors and play rangers help pupils develop a sense of responsibility and confidence. Leaders ensure that any barriers to participation are removed, which means all pupils take part in regular enrichment activities

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

such as cooking, crafts and computing. Leaders are acutely aware of the challenges that some pupils face outside of school. They ensure that pupils learn about how to keep themselves safe and healthy. The impact of leaders' work is reflected in the high attendance of the vast majority of the pupils. Pupils want to be here. Many arrive early every day to attend the school's breakfast club, demonstrating the positive attitudes they have towards school.

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Next steps

Leaders should continue their work to address pupils’ achievement at the end of key stage 2, including through using effective formative assessment, so that more pupils are ready for the next stage of their education. Leaders should ensure that they consistently monitor the impact of their work in inclusion and the curriculum, so that they, and those responsible for governance, have a detailed and accurate understanding of strengths and areas for development. Leaders should ensure that the delivery and assessment of foundation subjects are robust, so that pupils learn and retain knowledge and skills across the full breadth of the curriculum.

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About this inspection

This school is part of River Learning 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), Paul James, and overseen by a board of trustees, chaired by Jeremy Long.

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About this inspection

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

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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.

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About this inspection

Inspectors spoke with the headteacher, senior leaders, the special educational needs and disabilities coordinator and groups of staff during the inspection. The lead inspector met with the CEO, director of primary education, a member of the board of trustees, and the chair of the local governing board and board of trustees.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of 2 registered and 3 unregistered alternative provisions.

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Lead inspector:

Victoria Griffin, His Majesty's Inspector

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Team inspectors:

Lydia Pride, His Majesty's Inspector Kerry Pope, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 1 July 2026

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 54% 59% Close to average

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average

2022/23 (final) 57% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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