Chipping Sodbury School

Chipping Sodbury School

Address: Bowling Road, Chipping Sodbury, Bristol, South Gloucestershire, BS37 6EW Unique reference number (URN): 148295

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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

Pupils’ attendance is consistently in line with national averages, including for pupils with special educational needs and/or disabilities. Staff promote the importance of high attendance for all pupils. Leaders analyse patterns in absence and use this information astutely to identify pupils who need support. Working with families, leaders devise effective strategies to reduce pupils’ absences. The impact of the school’s work is demonstrated by increasing overall attendance and increasing attendance for groups of pupils such as those who are disadvantaged.

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Attendance and behaviour Expected standard

Leaders have recently raised their expectations of pupils’ standards of behaviour. Pupils appreciate the clear expectations of their conduct. Leaders and staff implement the school’s systems effectively to deal with any poor behaviour. As a result, the school generally has a calm and purposeful atmosphere. For example, pupils follow routines sensibly, such as lining up in the morning before moving off to registration. In most lessons, pupils have positive attitudes to learning and are respectful of others. This means that teaching usually proceeds without disruption. Bullying is uncommon. Pupils understand the importance of showing kindness and empathy. Leaders deal promptly with any form of abuse, including discriminatory language or behaviour if it occurs.

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Inclusion Expected standard

Leaders identify and assess pupils’ needs quickly. They work effectively with families and wider professionals to do this. For example, leaders liaise with the virtual school and other agencies to support pupils known to children’s social care. As a result, these pupils receive the care and help that they need.

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Inclusion Expected standard

Staff receive helpful advice from leaders about how to support pupils with special educational needs and/or disabilities (SEND). Staff generally use this information well to make suitable adaptations. Leaders monitor the impact of strategies on pupils with SEND and make changes to approaches when necessary. Pupils who attend the school’s specialist resource base receive the curriculum and teaching that they need to progress in their learning and independence.

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Inclusion Expected standard

Leaders provide effective support to pupils who are disadvantaged. For instance, staff have worked successfully with families to improve pupils’ attendance. Leaders evaluate the impact of pupil premium funding. They are firmly held to account by governors and trustees for this spending.

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Inclusion Expected standard

The school uses alternative provision appropriately to support a small number of pupils’ learning and wider development. Leaders ensure there are suitable checks on providers. They maintain effective oversight of providers’ impact on pupils.

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Leadership and governance Expected standard

New school and trust leaders have quickly understood the school’s strengths and priorities for improvement. They have already strengthened key areas of the school’s work, such as raising expectations of behaviour and increasing pupils’ attendance. In other areas, leaders have taken quick and effective action to start making the necessary improvements. For example, leaders have a clear vision for improving the quality of teaching. They are using professional learning well to develop staff's teaching expertise. The impact of this work is already being seen in the improved quality of the curriculum and higher achievement by pupils. Leaders have ensured that staff are involved in the direction of the school as it improves. During this time of change, leaders are ensuring that staff workload and wellbeing also remain important considerations.

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Leadership and governance Expected standard

Trustees and governors share leaders’ ambitious vision for pupils. Together, they have placed inclusion at the centre of their vision for improvement. Trustees and governors provide appropriate challenge to leaders, seeking robust assurances that changes are having the necessary effect. For example, trustees and governors ask pertinent questions about the impact of improvements on pupils with special educational needs and/or disabilities. This ensures that the school manages its resources effectively and considers its impact on the most vulnerable pupils.

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Leadership and governance Expected standard

Leaders engage well with the wider community, including parents. Collaboration with other schools and professional organisations enhances the school’s work and is having a positive impact on pupils.

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Personal development and wellbeing Expected standard

The school provides effective pastoral support to pupils. This includes helping them learn how to care for their own mental health and wellbeing. Leaders ensure that pupils receive a suitable personal safety and relationships curriculum. This is tailored to the needs of pupils and the context of the school, such as rail safety. Pupils learn about online risks and how to keep safe in the virtual world. They explore the features of healthy relationships and how to set boundaries with others.

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Personal development and wellbeing Expected standard

Pupils take part in a range of activities to develop their talents and interests. For example, they represent the school in netball and rugby and perform in school productions. Clubs such as chess, films and craft are also available. Pupils have opportunities to take on leadership roles as part of the school house system and the ‘senate’. Where pupils have a barrier to taking part identified, such as finances or confidence, leaders put in place measures to overcome this. Leaders keep an oversight of participation.

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Personal development and wellbeing Expected standard

Pupils gain an understanding of fundamental British values, such as democracy and tolerance. Leaders give pupils a voice in the school, such as voting opportunities to choose their own representatives. Pupils know that differences between people should be respected and celebrated. They understand that discrimination and abusive behaviour are never acceptable.

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Personal development and wellbeing Expected standard

On the whole, pupils receive appropriate careers advice and education. Through work experience and careers fairs, pupils learn about different types of employment. Pupils

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Needs attention

receive guidance about post-16 and post-18 choices, such as further and higher education. However, the careers programme is not strongly embedded throughout the school. As a result, pupils occasionally lack a clear understanding of what they need to do to achieve their ambitions, whether in the local area or further afield.

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Post-16 provision Expected standard

Students are typically prepared well for their next stage of education or employment. They receive effective teaching to complete their programme of study. Recent changes to the post-16 provision mean that historic published outcomes do not reflect the quality of teaching that students currently receive. On the whole, students achieve well and go on to suitable destinations.

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Post-16 provision Expected standard

Students value the pastoral care provided to them. Staff go to great lengths to ensure that students receive the individual support that they need. This includes students who find learning more challenging, such as those with special educational needs and/or disabilities. As a result, these students thrive and feel a sense of belonging to the school.

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Post-16 provision Expected standard

The post-16 personal development and enrichment programme is well planned to prepare students for adulthood. For example, students learn about relationships and personal finance. Students enjoy the wider opportunities they have to develop their talents and interests. The annual cultural trip to London is a notable highlight. Recent work experience has helped students to develop their confidence and skills. Leaders are successfully preparing students to move on to ambitious next steps in education, employment or training.

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Achievement Needs attention

In key stages 3 and 4, pupils do not consistently deepen their knowledge and understanding. This is reflected in the variable quality of their work and responses. Pupils’ achievement in GCSE examinations has improved, recently moving in line with national averages. Disadvantaged pupils typically achieve in line with their peers nationally. However, some pupils are not prepared as well as they could be for their next steps.

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Achievement Needs attention

Pupils typically secure the foundations that they need in English. This is reflected by published outcomes consistently close to the national average. However, in other subjects, pupils’ achievement is inconsistent. For example, in mathematics, pupils’ performance in examinations has only recently aligned with national averages.

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Achievement Needs attention

At key stage 5, published outcomes do not reflect current students’ achievement. Post-16 students attend other providers for some courses. Those who attend Chipping Sodbury School make appropriate progress through their studies. They are generally prepared well for their next steps.

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Curriculum and teaching Needs attention

There is too much variability in the quality of teaching that pupils receive. Staff sometimes do not build well enough on what pupils already know and can do. At times, the choices made by staff do not enable pupils to deepen their knowledge and understanding. These inconsistencies hinder some pupils’ progress.

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Curriculum and teaching Needs attention

Leaders have an accurate view of the quality of the curriculum and teaching. They have started to make improvements by building teachers’ expertise. This work has started to have an impact, such as improving teachers’ use of assessment to check pupils’ understanding. However, it is too soon to evaluate fully the impact of these changes.

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Curriculum and teaching Needs attention

Leaders have ensured that the curriculum is typically ambitious and planned to build pupils’ knowledge and understanding sequentially. For those pupils who need support with reading, leaders provide an appropriate phonics-based programme. This helps to ensure that pupils have the foundations that they need to learn across the curriculum.

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Curriculum and teaching Needs attention

Staff know the needs of pupils with special educational needs and/or disabilities. They generally provide the support that these pupils need. For pupils with education, health and care plans, leaders provide an appropriate curriculum and match teaching to pupils’ needs.

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

Pupils feel a sense of belonging. They enjoy warm, positive relationships with staff and each other. Pupils appreciate opportunities to participate in ‘house’ activities and competitions, such as cake baking, sports day and poetry contests. Each house has a charity, and pupils are keen to support their chosen cause. Through the school’s democratic systems, pupils represent each other as councillors or senators. Pupils are proud to hold these roles and others, such as reading buddies and mental health ambassadors. Pupils benefit from a range of extracurricular activities and trips, such as to museums, concert halls and international sports opportunities.

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

Although pupils generally enjoy their learning, some pupils do not achieve as well as they could. The quality of teaching that pupils receive is too variable, meaning that they sometimes do not deepen their knowledge sufficiently. Pupils’ achievement has improved as teaching has been strengthened. This is reflected in better GCSE outcomes. However, it is too early to see the full effects of these improvements. In the post-16 provision, students are generally well prepared for their next steps. As a result, published outcomes at key stage 5 do not reflect current students’ achievement. Pupils who face barriers to their learning, such as those with special educational needs and/or disabilities, typically make progress alongside their peers. Those who are supported by the school’s specialist resource base receive the tailored support that they need to succeed.

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

Pupils are generally well behaved. Most lessons are uninterrupted by low-level disruption. Pupils typically have positive attitudes to learning and attend regularly. Bullying is uncommon, and staff make sure that any unkindness is swiftly dealt with. Pupils are confident reporting any concerns about themselves or others. Consequently, they feel safe and contribute to the caring culture of the school.

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Next steps

Leaders should improve the quality of teaching so that it deepens pupils’ knowledge and understanding across all subjects. Leaders should raise achievement so that pupils are more consistently ready for their next steps. Leaders should strengthen the careers programme so that pupils are well informed about their next steps and know what they need to do to achieve their ambitions.

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About this inspection

This school is part of the Althelstan Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Matthew Evans, and overseen by a board of trustees, chaired by Keval Shah.

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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

This inspection took place on 9 and 10 September 2026.

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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

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

Inspectors spoke with senior and middle leaders. Inspectors also spoke with teaching staff, support staff, trust executive leaders, local governors and representatives of the trust board.

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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 has a specialist resource provision for pupils with an autism diagnosis. Currently, there are 10 places within the provision.

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About this inspection

The post-16 provision, Cotswold Edge, is currently co-delivered with Brimsham Green School. Chipping Sodbury School is closing its sixth form permanently in August 2027. Therefore, there are currently only Year 13 students on roll.

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About this inspection

The school makes use of 5 alternative provisions, including 3 that are unregistered.

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Team inspectors:

Nic Blunsum, Ofsted Inspector Sara Berry, His Majesty's Inspector Nadine Lapskas, 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 9 September 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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 37.2% 45.4% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 43.7 46.1 Close to average

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national average

2023/24 (final) 41.4 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 29.4% 25.8% Close to average

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national average

2023/24 (final) 21.7% 25.8% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 35.0 34.9 Close to average

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national average

2023/24 (final) 33.4 34.6 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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A-level average point score

The average points that students achieved per A-level entry.

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national average

2022/23 (final) 33.14 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2023/24 (revised) -0.1 0.0 Close to average

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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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national average

2024/25 (3 term) 9.3% 8.4% Close to average

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national average

2023/24 (3 term) 9.4% 8.9% Close to average

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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

2024/25 (3 term) 24.1% 23.4% Close to average

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national average

2023/24 (3 term) 25.5% 25.6% Close to average

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national average

2022/23 (3 term) 29.1% 26.5% 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

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

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