Crudwell CofE Primary School

Crudwell CofE Primary School

Address: Crudwell, Malmesbury, Wiltshire, SN16 9ER Unique reference number (URN): 126319

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

Achievement Expected standard

Pupils generally develop the knowledge and skills they need across the curriculum. Pupils build on prior learning and apply what they know across a range of subjects. Reading is a positive feature of the school’s provision. Pupils develop secure early reading skills through the phonics programme. Pupils who require additional support benefit from carefully targeted interventions. As a result, pupils make appropriate progress from their starting points.

p.2

Achievement Expected standard

Published outcomes show strengths in higher-standard attainment at the end of key stage 2. Leaders understand the variation among different groups of pupils and use information from teachers' checks to identify where additional support is needed. Pupils with special educational needs and/or disabilities typically achieve well from their starting points and learn successfully alongside their peers.

p.2

Achievement Expected standard

Across the curriculum, pupils generally acquire the knowledge intended by leaders. They are developing the essential knowledge required to access future learning and are prepared appropriately for the next stage of education.

p.2

Attendance and behaviour Expected standard

Leaders place a high priority on attendance. They identify and address barriers that prevent pupils from attending school regularly. Staff work closely with families and external agencies to provide tailored support where needed. Attendance, including for disadvantaged pupils and pupils with special educational needs and/or disabilities, is broadly in line with national averages. Leaders’ actions have secured positive improvements for pupils requiring additional support.

p.2

Attendance and behaviour Expected standard

Leaders and staff have established clear expectations for behaviour that are understood by pupils and applied consistently. Relationships between staff and pupils are positive and respectful. Pupils behave well in lessons and around the school, contributing to a calm and orderly environment, where learning can take place effectively. Pupils report feeling safe and knowing that staff will help them if they have concerns. They speak positively about the support they receive from staff and say that bullying is rare and dealt with effectively. As a result, pupils demonstrate positive attitudes towards school and take pride in belonging to the school community.

p.2

Attendance and behaviour Expected standard

There is a shared ambition among leaders and staff to further develop their understanding of the barriers that pupils face to regular attendance and to the management of their emotions to help them to overcome these.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculum and teaching across the school. They have identified priorities for developing pupils’ skills, including handwriting and mathematical fluency. Information from teachers' checks is used appropriately to identify gaps in pupils’ knowledge and the support needed. Leaders review these actions regularly to ensure that they help pupils build the knowledge and skills they need for future learning.

p.2

Curriculum and teaching Expected standard

The curriculum is ambitious, well designed and sequenced so that pupils build knowledge over time. Teachers generally support pupils of all abilities to learn important knowledge and concepts well. Reading fluency and comprehension are prioritised throughout the school. Phonics is taught well. Pupils develop confidence in applying their knowledge, when reading and spelling. In the early years and key stage 1, teachers use effective routines to check understanding and support pupils’ early reading development.

p.3

Curriculum and teaching Expected standard

Teachers typically identify pupils' misconceptions and adapt learning where required. Leaders have invested in professional development and curriculum resources to strengthen consistency across classes and subjects. Staff are increasingly confident in supporting pupils with additional needs and deploying resources effectively to ensure that all pupils can learn successfully. Consequently, pupils benefit from an education that prepares them appropriately for the next stage of learning.

p.3

Early years Expected standard

Leaders prioritise children’s welfare and safety in the early years. They ensure that statutory requirements are met. Staff have appropriate training to support children’s wellbeing and care. Positive working relationships between staff, children and their families help children settle quickly and feel secure within the setting.

p.3

Early years Expected standard

Leaders work closely with parents and carers to support children’s development and readiness for school. At the start of the academic year, staff accurately identify children’s starting points through discussion, carefully designed learning activities, and observation of what the children already know and can do. They use this information effectively to adapt learning experiences and provide a curriculum that reflects children’s needs and interests. There is a clear focus on developing children's communication and language, early reading and mathematics. There is a renewed focus on securing children's physical development and early writing skills to better prepare them for their ongoing writing development throughout the school.

p.3

Early years Expected standard

The early years curriculum is ambitious and appropriately sequenced. Staff plan learning carefully and place a strong emphasis on developing children’s confidence, resilience and independence. Children are developing the knowledge, skills and behaviours they need to be successful learners. They are being prepared appropriately for the transition into Year 1.

p.3

Inclusion Expected standard

Leaders have established a welcoming and inclusive culture in which pupils are well known and supported effectively. They identify pupils’ needs quickly and accurately, including emerging and changing needs, and ensure that appropriate support is put in place to reduce barriers to learning and wellbeing. Staff receive training to enhance their understanding of pupils’ social, emotional and mental health needs. They successfully apply this knowledge in their day-to-day practice. Leaders have high expectations for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. Staff use a range of approaches, including targeted questioning, pre-teaching of vocabulary and carefully considered classroom organisation, to support pupils’ participation in learning. Additional funding is used appropriately to meet pupils' needs. Leaders work closely with parents and carers and

p.3

Inclusion Expected standard

external agencies to review support and ensure that pupils’ needs are met. Alternative provision is commissioned appropriately and checked carefully. Pupils who face barriers to learning typically learn the same curriculum as their peers and are increasingly well supported. Leaders’ commitment to creating a culture where everyone belongs is reflected in improved attendance, behaviour and participation across the school.

p.4

Leadership and governance Expected standard

Leaders and governors have a clear understanding of the school’s strengths and areas for development. They are reflective and have identified appropriate priorities for improvement. Since the previous inspection, leaders have taken considered action to improve the quality of education and pupils’ experiences. For example, they have completed a review and redesign of the whole-school curriculum to better focus on the essential knowledge and skills they want pupils to know and remember.

p.4

Leadership and governance Expected standard

Appropriate checks are made by leaders on the progress made to address the school's improvement priorities. However, the information collected and considered occasionally lacks the detail required to provide effective oversight of what the school has achieved, why and what its next steps should be.

p.4

Leadership and governance Expected standard

Governors understand their responsibilities and provide appropriate support and challenge. Leaders work effectively with the local authority, parents and carers and external professionals to support ongoing improvement. They ensure that decisions are taken in pupils’ best interests. As demonstrated by their appropriate response during a period of instability for the school. They ensured that the school was supported to remain focused on providing a positive experience for pupils.

p.4

Leadership and governance Expected standard

Leaders have established a culture that promotes safeguarding, inclusion and wellbeing. Staff report that they feel valued and supported. Professional development has helped staff strengthen their expertise, particularly in behaviour management and inclusive practice. Leaders consider staff workload and wellbeing carefully when making decisions. The school has a clear direction for improvement and is well placed to continue strengthening outcomes and experiences for its pupils.

p.4

Personal development and wellbeing Expected standard

Leaders have established a coherent programme for personal development that extends through the curriculum and the wider opportunities available to pupils. The content of the personal, social, health, and relationships and sex education curriculum and lessons is thoughtfully taught and carefully checked. Pupils develop an age-appropriate understanding of how to stay safe, including online. They know where to seek support if they have concerns. Pupils talk confidently about fundamental British values, respect for others and healthy relationships. Older pupils demonstrate a mature understanding of consent and are able to discuss wider social and political issues thoughtfully. They draw effectively on previous learning and make thoughtful connections between subjects and topics, such as wellbeing, safety and citizenship. Through debate and discussion activities, pupils learn to listen respectfully to different viewpoints and express their own opinions considerately.

p.4

Personal development and wellbeing Expected standard

Pupils benefit from a wide range of opportunities that help them develop confidence, responsibility and leadership skills. They value the responsibilities they are given, including serving as buddies, school councillors and technology leaders. Pupils actively support local charities and regularly help to organise fundraising events. Older pupils take pride in supporting younger children and recognise the positive impact this has on helping new pupils feel welcome and settled. Pupils also contribute positively to school life through participation in house events, sport and music. They recognise how residential visits help to develop their independence and preparation for secondary school. Playtimes contribute well to pupils’ personal development. Pupils learn to assess and manage risk appropriately.

p.5

Personal development and wellbeing Expected standard

Pupils are well supported to become thoughtful, respectful and responsible young people. They enjoy the opportunities available to them. Consequently, pupils feel that they belong within the school community and are developing the knowledge, skills and character needed for life beyond school.

p.5

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

Pupils enjoy attending this warm and welcoming school. Pupils are well known by staff, who understand their individual needs. Positive working relationships help pupils feel safe, valued and included. Pupils say that staff listen to them and help when they have worries. They report that bullying is rare and are confident that staff will deal with concerns if they arise. Parents spoken to during the inspection share this positive view.

p.5

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

Pupils benefit from a caring environment, where belonging is a clear priority. Children in the early years settle quickly into routines and begin to develop positive attitudes to learning from the start. Older pupils enjoy taking on responsibilities, such as acting as buddies for younger children or serving as librarians. Pupils value the opportunity to contribute to school life through leadership groups and fundraising activities. They speak positively about the friendships they make across year groups. Pupils with special educational needs and/or disabilities (SEND) are supported to take part fully in school life. Staff work closely with families and external agencies to reduce barriers and help pupils participate successfully alongside their peers.

p.5

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

Pupils look forward to playtimes and enjoy the wide range of opportunities provided through the school's approach to active and creative playtimes. They play cooperatively across age groups and use equipment imaginatively and responsibly. Pupils also benefit from a broad range of experiences, including sports festivals, residential visits, performances in a local theatre and outdoor learning opportunities. These experiences help pupils develop confidence and independence.

p.5

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

Pupils typically achieve well, with many attaining highly by the end of key stage 2. Pupils with SEND are supported effectively to make progress from their individual starting points. Recent work to strengthen pupils' foundational knowledge and improve consistency in teaching is increasingly helping pupils build and retain important learning.

p.5

Team inspector:

Helen Large, Ofsted Inspector Pupils' behaviour and attendance have improved following a period of instability within the school community. Clear expectations and supportive approaches help pupils manage their behaviour and engage positively with learning.

p.6

Next steps

Leaders should strengthen their oversight, analysis and evaluation of the school’s work to embed improvements, so that they have a sustained, positive impact on pupils’ achievement and wellbeing. Leaders and governors should continue to strengthen communication with parents and carers, so that recent improvements are understood and supported, and confidence in the school’s work continues to grow.

p.6

About this inspection

The chair of the board of governors in this school is Tim Kaner.

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 headteacher, senior leaders, chair of governors and representatives of the governing body and Wiltshire local authority during the inspection. A representative of the diocese of Bristol attended the final feedback.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school is registered as having a Christian religious character. It is in the Diocese of Bristol. Its last section 48 inspection was in September 2021.

p.6

About this inspection

The school currently makes use of 3 unregistered alternative provisions.

p.6

About this inspection

The school has undergone significant change since the last inspection, including the appointment of the current headteacher in September 2025.

p.6

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 2026

p.7

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 6 years. National average: 26.5%

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 needs support 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.9

average

2024/25 (final) 68% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 79% 75% Close to average

p.9

average

2023/24 (final) 80% 74% Close to average

p.9

average

2022/23 (final) 74% 73% Close to average

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

2024/25 (final) 74% 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

2024/25 (final) 74% 74% Close to average

p.10

average

2022/23 (final) 79% 73% Close to average

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 (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.

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

national average

2023/24 (3 term) 5.9% 5.5% Close to average

p.14

national average

2022/23 (3 term) 5.7% 5.9% Close to average

p.14

Persistent absence

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

p.14

national average

2023/24 (3 term) 15.8% 14.6% Close to average

p.14

national average

2022/23 (3 term) 13.3% 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