Christian Malford CofE Primary School

Christian Malford CofE Primary School

Address: Church Road, Christian Malford, Chippenham, Wiltshire, SN15 4BW Unique reference number (URN): 140454

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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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Attendance and behaviour Expected standard

Although published attendance figures for this small school are below average, attendance is improving. Leaders and governors have stringent systems in place to check pupils' attendance. They analyse attendance information precisely to identify patterns and trends. They intervene early to identify the causes of any absence. This is removing barriers to attendance. The great majority of pupils attend well. Disadvantaged pupils' attendance is improving. Leaders work very closely with pupils, families and external agencies. Persistent absence has reduced markedly. Suspensions are rare and used appropriately.

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Attendance and behaviour Expected standard

On the whole, pupils behave well. They understand the school rules and act as positive role models at social times. Older and younger pupils show respect and kindness to one another. Pupils enjoy attending and make lasting friendships at school. They understand that discrimination is wrong. Any hint of derogatory language is tackled swiftly and effectively. Pupils usually show positive attitudes in lessons. However, when teaching is not closely matched to their needs, pupils' concentration can wane a little and they do not show self- discipline and dedication to their learning.

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Inclusion Expected standard

Leaders and staff know pupils' individual needs very well. Pupils with special educational needs and/or disabilities access the full curriculum successfully. Staff routinely ensure that these pupils have any adjustments they need, including sensory and visual resources. When pupils arrive outside the usual admission times or have previously not attended school for extended periods, leaders provide help to welcome them. They provide a range of targeted social and emotional support and bespoke therapies to address any barriers to school readiness successfully. Staff use their on-entry assessments accurately to pinpoint these pupils' starting points. Teaching is closing pupils' gaps in knowledge increasingly well.

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Inclusion Expected standard

Leaders monitor the impact of any additional teaching closely. This ensures that interventions are adapted as necessary. The school uses its additional funding effectively. Leaders and staff review the support for disadvantaged pupils regularly. This ensures that these pupils have full access to everything the school has to offer.

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Leadership and governance Expected standard

Leaders have an accurate understanding of what the school is doing well and what it needs to improve. They have not shied away from making important decisions to bring about many rapid improvements to how the school operates. The stringent systems and processes now in place in relation to safeguarding, ensuring that pupils attend well and that they receive effective pastoral support are tangible examples. Parents and carers recognise these improvements. They recommend the school wholeheartedly.

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Leadership and governance Expected standard

Staff value the way leaders support their workload and wellbeing. The trust and leaders know that it is too soon to see demonstrable impact in all aspects of the school’s work. For example, some aspects of teaching and the curriculum are not implemented as the trust

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Needs attention

intends. Work is well underway to address this through a comprehensive programme of professional development. Teaching and pupils' achievement are improving quickly now.

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Needs attention

Governors are highly knowledgeable about the school and undertake their duties with tenacity. They fulfil their statutory responsibilities in relation to safeguarding and maintain oversight of the provision for pupils with special educational needs and/or disabilities particularly well. They check the impact of the use of resources and additional funding effectively.

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Personal development and wellbeing Expected standard

The school meets pupils' emotional and pastoral needs well. It provides a range of support for pupils, including through the 'lighthouse team'. Parents recognise the high-quality pastoral care their children receive. Pupils value that they have trusted adults to go to if they have any worries or concerns.

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Personal development and wellbeing Expected standard

There is a comprehensive and well-organised personal development programme. It is deliberately shaped around the context of the school. For example, leaders have been careful to ensure that all pupils, including those who are flexi-schooled, learn the full content of the relationships and sex education and health education curriculum. It teaches pupils about online safety, puberty and consent.

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Personal development and wellbeing Expected standard

Pupils gain detailed knowledge through the personal, social, health and economic education curriculum. Pupils know how to maintain physically and mentally healthy lifestyles and the importance of maintaining positive relationships. The programme teaches pupils about the characteristics that are protected through law. They learn to be respectful of different types of families and understand that not all disability is visible. Pupils know why laws are made and the importance of following them.

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Personal development and wellbeing Expected standard

Pupils gain a thorough understanding of fundamental British values, and of culture and diversity in modern Britain. They learn to respect and serve the community. For example, they serve a festive tea for older residents in the village. Pupils deepen their knowledge of the roles of key members of the community, for example, by writing to local councillors about important issues that impact residents' lived experiences, such as flooding.

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Personal development and wellbeing Expected standard

The school provides pupils with many extra-curricular opportunities beyond school, for example, through a residential visit, debating, orienteering and other sporting events. The school tracks pupils' participation in these activities. This ensures that all pupils, including those who are disadvantaged, can access the full opportunities that the school provides.

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Achievement Needs attention

Pupils have gaps in their English and mathematical knowledge. Leaders' sustained work over the last year is improving pupils' achievement. Pupils learn to use their phonics knowledge to read with increasing accuracy. Older pupils develop a secure understanding of what they read. Pupils now learn much more across the wider curriculum. However, pupils have missed some essential knowledge in previous years. Some pupils practise inaccurate letter formation or do not apply their phonics knowledge to spell accurately. In mathematics, pupils' recall of number facts and multiplication tables is not fully secure. This limits pupils' ability to apply their knowledge to solve more complex mathematical problems. Leaders know this and are working systematically to address it.

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Achievement Needs attention

Numbers of pupils vary considerably across year groups in this small school. This can have a direct impact on the school's published outcomes year on year.

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Curriculum and teaching Needs attention

Leaders' ongoing work has already improved the curriculum markedly. It now covers all the necessary subject content. It is carefully sequenced to meet the needs of pupils in mixed- age classes. Typically, teaching enables pupils to learn the knowledge set out in the wider curriculum well, for example, in science and history. However, some weaknesses in the implementation of the English and mathematics curriculums remain.

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Curriculum and teaching Needs attention

Comprehensive staff training and coaching are making a positive difference. For example, staff's use of the trust's agreed teaching strategies and approaches is improving teaching quickly. This is evident in the consistent teaching of writing composition. Typically, staff use their accurate subject knowledge to teach early reading. This ensures that pupils with gaps in their phonics knowledge catch up with their reading.

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Curriculum and teaching Needs attention

Leaders are working to improve assessment practices across subjects and phases. However, staff do not routinely check what pupils can do and need to learn next in lessons. Sometimes, teaching does not identify when pupils are stuck or does not help pupils to deepen their understanding when they are ready. This hinders pupils' learning. As a result, pupils have gaps in their basic mathematical skills, spelling and handwriting.

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Early years Needs attention

The trust's and leaders' work to bring about improvement to the curriculum, teaching and children's experiences in the early years, including in Nursery, is ongoing. There is now a suitable early years curriculum across all 7 areas of learning that identifies what children will learn across Nursery and the Reception Year. However, there remain some weaknesses in the implementation of the curriculum.

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Early years Needs attention

Staff are proactive in using the internal advice they receive. Activities are now increasingly well thought out. Staff make deliberate choices when designing activities and model new vocabulary. Much work is being put in place to improve assessment practices. Staff are increasingly effective in identifying when children have gaps in their knowledge and experiences. However, some children do not get the precise support they need to learn well and thrive personally. In Nursery, some teaching does not precisely address children's early language development and physical development. In Reception, some children do not gain security in important mathematical knowledge that is expected for their age.

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Early years Needs attention

All statutory requirements are met. Care practices are suitable for the age and stage of children's development. Staff are beginning to apply their recent training to increase their engagement in high-quality interactions with children.

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

This is an improving school where families feel welcomed and included. Staff know pupils well and provide caring support. Consistent routines ensure that pupils feel safe. Everyone is known as an individual and treated fairly. Parents and carers are positive about the holistic approach the school takes to develop their children as well-rounded individuals.

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

Pupils live out staff's high expectations of behaving well and having positive manners at social times. Everyone gets along. For example, younger and older pupils play together in the mud kitchen or make dens and shelters together. Bullying is rare. Pupils are confident that if disagreements happen, staff act quickly and sort things out properly.

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

Pupils' experiences in their academic learning are mixed. In the past, pupils did not learn all the subject content they needed to at the right time. Leaders' meticulous work to bring about necessary improvements is proving successful. Staff's expectations of what pupils will achieve are increasing. Pupils are learning more now. Typically, pupils work hard. However, there remain some weaknesses in the implementation of the English and mathematics curriculums. As a result, pupils have gaps in their knowledge and skills. At times, teaching does not build firmly on what pupils know and can do, or pupils are given work that does not deepen their understanding.

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

The range of activities on offer beyond the academic prepares pupils well to manage risks they may encounter outside of school. For example, pupils gain an awareness of knife crime through the junior good citizen programme. The school champions pupils' opportunities for developing leadership. Equality sits at the school's heart. All pupils in Year 6 become head pupil on rotation. Sports tournaments are open to all. Pupils learn important skills such as road safety and first aid.

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Next steps

The trust and leaders should ensure they continue to drive school improvement to improve the curriculum and teaching, including in the early years. The trust and leaders should ensure that staff's expectations and pupils' standards and attainment in reading, writing and mathematics continue to rise so that pupils are well prepared for their next stage of education. Leaders should ensure that staff, including in the early years, use assessment information effectively so that teaching builds consistently on what pupils know and/or deepens pupils' knowledge of more complex concepts as soon as they are ready.

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Lead inspector:

Julie Carrington, His Majesty's 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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About this inspection

This school is part of Blue Kite 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), Gary Evans, and overseen by a board of trustees, chaired by Pauline Miller. The school joined Blue Kite Academy Trust in January 2024. The school was part of Diocese of Bristol Academies Trust from 2013 until it ceased to operate in 2024.

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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 co-headteachers and a range of other staff. An inspector met with the CEO, the chair of trustees, 2 members of the local governing body and one member of the central team from the trust. The inspectors considered the views of staff, parents and carers through Ofsted's online questionnaires and talked to staff and parents during the inspection. Inspectors also spoke with a number of groups of pupils during the inspection.

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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 is led by 2 co-headteachers. They took up their roles as headteachers in September 2024. Both headteachers work across the 3 local schools within Blue Kite Academy Trust, splitting their time equally between each school.

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About this inspection

The school has a Nursery that admits children from the age of 2.

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About this inspection

The school does not use any alternative provision.

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About this inspection

Co-headteachers: Shaun Carter and Sam Austin The inspector(s) used this data during the full inspection on 14 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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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.

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) S 59% S ‘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.

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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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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.

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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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national average

2022/23 (3 term) 16.0% 16.2% Close to average

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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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